IBW!l|liJi)ii)i,MII'.liy!i|l! 


Boy-Stuff  is  the  only  Stuff  ix  the  World 
FROM  WHICH  Men  can  be  Made 


BOYOLOGY 

OR 

BOY  ANALYSIS 


H,  W.  GIBSON 

'Camping  fob  Boys,"  ' 
Worship,"  "Qualities  that  Win,"  etc. 


Author  of  "Camping  for  Boys,"  "Services  of 


ASSOCIATION    PRESS 

New    York:    347  Madison    Avbnub 
1922 


COPTKIOHT,    1916,   BT 

Thb  Intkbnational  Committee  or 
YoxTNG  Men's  Chbistiajj  Associations 


Printed  in  the  United  States  of  America 


To 
MY  MOTHER 


584622 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/boyologyorboyanaOOgibsrich 


CONTENTS 
Book  I. — The  Characteristics  of  Boyhood 


PAGX 

I.  Physical 8 

The  thrill  of  living.  Animal  vs.  man. 
The  awakening  conscience.  Decline  and 
acceleration  of  growth.  The  teen  period. 
Physical  health  a  mental  and  moral  asset. 
Bodily  cleanliness.  Bathing  and  swimming. 
Work  and  sleep.  Food  values.  Normal 
play  life.  Danger  of  overtaxation  and  over- 
strain.   Sacred  power  of  reproduction. 

II.  Intellectual 29 

The  servant  of  the  mind.  Thought  con- 
trol. Sensori-motor  system.  The  boy's  ca- 
pacity of  mental  development.  Disciplining 
imagination.  Value  of  pictures.  The  power 
of  suggestion.  Time  of  decision.  Will. 
Habit.  The  "ego"  period.  Doubt  and 
questioning.  Disposition  and  temperament. 
Cultivation  of  ideals  through  music,  books, 
pictures,  drama,  etc.  "Slanguage."  The 
five  senses  or  "Scouts  of  the  Soul." 

III.  Emotional 63 

"Hurt  feelings."  Four  great  types  of 
temperament.  The  dominant  emotional  in- 
stincts— fear,  aversion  toward  the  strange, 
anger,  afifection,  positive  and  negative  self- 
feeling,  the  sex  instinct,  inner  freedom,  the 
instinct  of  eflBciency,  sympathy,  reverence, 
the  sense  of  dependence,  surprise,  and  won- 
der. Danger  of  stifling  emotions.  The  boy 
needs  an  interpreter  of  his  emotions. 

IV.  Social 82 

The  hermit  or  recluse  is  an  abnormal 
being.  The  gang  instinct  necessary  for  the 
proper  social  education  of  every  boy.  Social 
consciousness.    Indiscriminate  chumship  vs. 


vi  CONTENTS 


discriminate  chumship.  Misfits  in  society. 
A  boy's  room.  The  home  a  social  center. 
Socializing  value  of  the  family  meal.  Play 
as  a  social  adjuster.  Camping  as  a  socializ- 
ing influence.  The  recognition  of  the  social 
instinct  by  the  Church. 

V.  Moral 100 

The  proper  field  for  morals  or  moral 
sentiment  is  voluntary  human  action. 
Struggle  between  the  higher  and  lower. 
The  three  classes  of  control.  Aim  of  moral 
instruction  is  to  teach  a  boy  to  know,  to 
live,  and  to  do  right.  Personality.  Moral 
law  vs.  civil  law.  Syllabus  of  moral  in- 
struction for  boys,  12  to  14  years,  14  to  16 
years,  16  to  19  years.  The  high  art  of  liv- 
ing vs.  making  a  living. 

VI.  Religious 117 

The  appeal  of  religion  to  a  healthy,  nor- 
mal, happy  boy.  Religion  a  motive  power 
to  give  up  wrong  and  to  do  right.  A  boy's 
idea  of  God  and  duty  and  religious  observ- 
ance. Religious  expression.  The  instinct 
of  worship.  The  stages  of  the  evolution  of 
the  religion  of  boyhood.  Jesus  Christ  as 
the  world's  greatest  hero.  Conscience. 
Conversion.  Loyalty  to  the  Church.  The 
function  of  worship. 

VII.  Vocational 137 

"What  shall  a  boy  do?"  is  a  problem. 
Harnessing  aptitudes.  Fitting  a  boy  to  a 
calling  vs.  fitting  a  calling  to  a  boy.  Pre- 
venting misfits.  The  business  of  education. 
Parental  personal  ambition  must  often  be 
sacrificed  for  the  salvation  of  the  boy. 
Dabbling  in  many  things.  Value  of  manual 
training  and  technical  studies.  Danger  of 
neglecting  the  cultural.  The  motive  of  a 
vocation.    The  spiritualization  of  work. 

Table  I.  Chabactekistics  of  Childhood 158 

Table  II.  Charactekistics  of  Adolescence 162 


CONTENTS  vii 

Book  II. — General  Characteristics 
AND  Observations 

CHAPTEB  PAQH 

VIII.  Taking  His  Measure 169 

It  is  the  unknowable  which  has  always 
baffled  man.  The  grow  time.  Two  skilled 
builders — nature  and  nurture.  The  con- 
tents of  a  boy.  His  unpurchasable  quality. 
A  boy's  ideal  of  a  friend.  Dangerous 
"Model"  boy.  "Penrod."  The  first  pair 
of  long  trousers.  His  first  shave.  Exit 
mother,  enter  father.  Well  governed  cities, 
eflicient  schools,  happy  homes,  vitalized 
churches  of  the  future,  depend  upon  the 
boys  of  today.     Will  they  measure  up? 

IX.  The  Language  of  the  Fence 185 

A  piece  of  chalk  in  the  hands  of  an  evil- 
minded  boy.  Fence  language  is  but  the 
reflection  of  the  thought  life  of  the  boy. 
Crimes  of  manhood  begin  during  boyhood. 
The  impure  joke.  Results  of  288  inter- 
views. Parental  cowardice.  Brain  impres- 
sions made  through  the  eye  and  ear.  "Where 
did  I  come  from?"  Mother  the  boy's  first 
teacher.  Father's  part  in  his  sex  education. 
Sowing  wild  oats.     Cleaning  up  the  fence. 

X.  Parental  Delinquency 204 

Ideals  of  the  city,  the  state,  the  nation,  the 
school,  the  church,  will  never  rise  higher  than 
the  ideals  of  the  home.  Intensity  of  love  of 
home  born  in  man.  "Speeding  up"  of  life. 
Parental  control.  Parental  delinquency  re- 
sponsible for  juvenile  delinquency.  Results 
of  questionnaire  sent  to  boys.  Boy  barom- 
eters. Homecoming  of  father.  All  homeless 
boys  do  not  live  in  the  slums.  Boys  more 
valuable  than  carpets.  A  real  home.  The 
cure. 

XI.  Skedaddling  from  Sunday  School 223 

"Man  am  I  grown."  "Skedaddle"  means 
to  run  away,  to  retire  tumultuously.    Older 


viii  CONTENTS 


PAoa 


boys  retiring  from  Sunday  school.  Statis- 
tics. Millions  growing  up  in  America 
without  definite  religious  instruction  and 
needing  an  anchorage.  Too  big  and  too 
old  to  attend.  Not  a  "kid."  Childish 
songs  and  "opening"  exercises.  "Bunch" 
don't  go.  "Hedonists."  Appeal  of  service 
demanding  sacrifice.  Sabbath  irreverence. 
Modern  skepticism.     Week-day  interests. 

XII.  Stemming  the  Tide 236 

There  is  a  tide  in  the  affairs  of  the  Sunday 
school  if — .  Testimony  of  a  judge.  Result 
of  questionnaire  given  to  boys.  Unprepared- 
ness.  Danger  of  producing  "half-baked" 
teachers.  Sunday  attendance  a  habit.  The 
quality  of  cheerfulness.  "Something  to  do." 
Class  activities.  Inter-church  organiza- 
tions. Community  competition  must  be 
changed  to  community  cooperation.  Sun- 
day school  changed  into  a  Bible  school. 

XIII.  The  Church,  the  Preacher,  the  Sermon, 

THE  Boy 250 

A  parable.  "Morbus  Sabbaticus."  A 
diagnosis  and  the  remedy.  Churchless  boys 
and  boyless  churches.  Seating  capacity  of 
Protestant  churches  vs.  attendance.  Fill- 
ing the  pews  a  problem.  Reasons  given  by 
boys  as  to  why  they  do  not  go  to  church. 
Beatitudes  for  church  goers.  Instinct  of 
worship  in  every  human  being.  "How  can 
a  minister  help  a  boy?"  answered  by  boys. 
The  kind  of  sermons  boys  would  preach  to 
boys  if  they  were  ministers.  Uniting  with 
the  Church. 

BiBLIOGRAPHT 269 

Index 281 


FOREWORD 

These  studies  and  observations  of  boy  life 
formed  the  material  delivered  in  courses  of 
lectures  on  "Boyology"  or  Boy  Analysis,  before 
the  Young  Men's  Christian  Associations  of 
Boston,  Providence,  Lawrence,  Cambridge,  and 
at  Mothers'  Meetings,  Parent-Teachers'  Associa- 
tions, and  Women's  Clubs,  and  are  now  presented 
to  that  larger  audience  of  parents,  teachers, 
and  workers  among  boys,  who  are  interested  in 
this  intricate  piece  of  human  machinery  known 
as  the  boy. 

Twenty-six  years  of  actual  contact  with  many 
thousand  boys  has  convinced  the  author  that 
many  of  the  boy's  ways  remain  as  yet  uninter- 
preted as  well  as  misinterpreted.  He  is  the 
original  sulphite,  keeping  everybody  awake  and 
interested  when  he  appears  upon  the  scene.  He 
will  ever  be  a  new  subject  for  discussion  and 
analysis,  and  in  need  of  friendly  interpreters. 
May  this  little  volume  introduce  him  to  a  host 
of  such  friends,  who  will  secure  for  him  the 
inahenable  rights  of  boyhood  and  genuine  sym- 
pathy dinging  the  struggles  of  youth. 

No   attempt   has   been   made   to   adhere   to 


X  FOREWORD 

technical  or  scientific  terms,  but  rather  to  the 
language  of  those  who  may  be  short  in  psy- 
chology, physiology,  pedagogy,  and  sociology, 
but  who  are  long  in  conmion  sense  and  "heart- 
ology." 

Acknowledgment  of  deepest  gratitude  is  made 
to  the  host  of  publishers  and  authors  who  so 
generously  permitted  the  use  of  quoted  material. 
*'Out  of  the  mouths  of  many  witnesses,  the 
truth  shall  be  estabhshed."  A  bibhography  of 
helpful  books  and  their  publishers  will  be  found 
at  the  end  of  the  book. 

Boston,  May,  1916. 


BOOK  I 

THE  CHARACTERISTICS  OF 
BOYHOOD 


CHAPTER  I 

Physical  Characteristics 

"Oh!     The  joy  of  the  measured  strength! 
To  run  with  the  fleet,  and  leap  with  the  supple. 
And  strive  with  the  strong. 

To  struggle  with  friendly  foes,  and  to  know  at  length. 
By  measuring  strength  with  strength. 
Where  you  stand  as  a  man  among  men. 
To  reach  with  body  and  soul 
For  the  wreath  of  bays,  and  then 
To  rejoice  that  the  best  man  wins, 
Tho'  another  be  first  at  the  goal. 
Oh!     Life  is  sweet." 

This  description  of  the  physical  expression  of 
boyhood  quoted  from  Justin  Stern's  "The  Song 
of  the  Boy"  is  a  real  experience  of  every  normal 
boy.  Where  is  the  boy  who  does  not  feel  a 
new  thrill  of  living  as  he  competes  in  the  sports 
and  the  games?  Plato,  the  Greek  philosopher, 
said,  "Of  all  beasts,  boys  are  the  most  unman- 
ageable." To  a  certain  extent  this  is  true,  for 
when  he  starts  out  to  be  a  boy,  he  is  more  like 
a  little  beast,  and  many  things  that  make  the 
difference  between  a  man  and  a  beast  make  no 
difference  with  him.  He  is,  though,  a  man 
in  the  making.  We  are  indebted  to  medical 
3 


4' BOYOLOGY 

science  and  psychology  for  a  better  understand- 
ing as  to  how  we  may  help  this  animal,  as  his 
awakening  conscience  gets  hold  of  the  task  of 
controlling  him.  "The  manifold  physical  hungers 
and  thirsts  of  the  animal  are  all  in  his  senses  and 
they  keep  all  the  sources  of  supply  at  work,  day 
and  night.  Through  the  wonderful  nervous 
system,  the  nexus  between  him  and  his  body, 
by  which  he  expresses  himself  and  initiates  his 
enterprises,  his  body  is  so  tied  up  with  the  mental 
and  moral  that  its  health  and  purity  require 
the  same  care  as  do  the  finest  elements  and 
essences.  His  psychical  elements  are,  of  course, 
the  same,  in  number,  as  in  grown  people.  Some 
of  them  are  in  action,  some  dormant,  some 
quiescent;  some  subordinate,  while  others  are  in 
control — such  as  love  and  hatred,  hope  and  fear, 
sense  of  justice,  appreciation  of  the  beautiful, 
the  sublime  and  the  true,  and  all  the  powers  of 
thought  and  will.  But  even  his  most  active 
powers  are  immatiu*e  and  it  is  sometimes  difficult 
to  distinguish  one  from  another.  His  power  of 
observation  is  awake  before  that  of  decision, 
his  feelings  control  earlier  than  his  reason,  his 
reason  before  his  will,  and  his  will  before  his 
conscience.*'^ 

"When    the    clock    strikes    his    tweKth    year, 
instead   of  the  blind   impulses  that  have   been 

» Kirtley,  "That  Boy  of  Yovirs,"  p.  2. 


PHYSICAL  5 

controlling  him,  his  will  power  awakens  and 
assumes  the  control  of  his  career."  According 
to  the  findings  of  Professor  Tyler,  a  boy's  growth 
in  weight  between  ten  and  twelve  declines  to 
a  minimum,  the  thirteenth  year  begins  a  marked 
acceleration  and  lasts  about  four  years,  or  from 
the  thirteenth  to  the  seventeenth  year.  The 
same  holds  good  in  height  and  chest  develop- 
ment. Acceleration  begins  with  the  pubertal 
period.  He  now  has  an  awakening.  He  is  some- 
times shocked  by  what  he  discovers,  sometimes 
awed,  sometimes  stricken  with  fear.  If  there 
is  any  one  time  in  his  life  when  he  needs  a  guide, 
a  counselor,  and  a  real  friend,  it  is  now.  Up  to 
this  time  he  has  been  too  busy  being  a  boy. 
From  three  to  thirteen  he  is  an  interrogation 
mark,  a  sort  of  combination  of  dirt,  noise  and 
questions,  mumps  and  measles,  bumps  and 
broken  bones.  It  is  claimed  that  "between 
eight  and  twelve,  he  is  fighting  for  and  adopt- 
ing his  constitution.  The  rest  of  the  time  till 
he  is  twenty-five,  he  is  evidently  working  out 
his  by-laws." 

In  the  olden  days,  twelve  years  of  age  was 
considered  the  "age  of  accountability,"  when  a 
boy  was  no  longer  considered  a  child,  but  as 
one  who  had  seriously  begun  his  march  man- 
ward.  It  was  at  this  age  that  the  boy  Jesus 
was  taken  to  Jerusalem  by  his  parents.     With 


6  BOYOLOGY 

all  the  inquisitiveness  of  a  boy  he  found  his 
way  to  the  temple,  and  puzzled  the  learned 
doctors  with  his  many  questions,  as  many  a 
twelve-year-old  boy  has  done  to  this  day.  The 
only  record  we  have  of  Jesus'  boyhood  is  that 
significant  statement — "He  advanced  in  wisdom 
and  stature,  and  in  favor  with  God  and  man." 
After  that  come  the  silent  years,  the  years  when 
many  a  boy  gets  lost  in  the  "storm  and  stress," 
when  his  questions  are  ignored  or  else  silenced 
and  unanswered.  Though  he  is  but  a  boy,  the 
instincts  of  a  man  are  already  making  them- 
selves known,  and  he  seeks  information  from  one 
who  has  been  through  the  same  experiences — a 
man,  naturally  his  father,  but  alas!  father  is 
"too  busy."  How  few  fathers  reaUze  that  it  is 
a  serious  business  to  start  a  soul  voyaging  toward 
eternity  and  then  to  give  up  hold  on  the  pilot 
wheel  when  nearing  the  most  dangerous  shoals 
in  the  voyage.  A  boy's  questions  are  a  father's 
opportunity.  **To  suppress  them  is  to  suppress 
him,  to  direct  and  answer  them  is  to  discipline 
and  develop  him;  to  do  it  in  the  spirit  of  co- 
operation is  to  enter  into  a  sacred  partnership 
with  him."^  The  wise  saying  of  Plato,  that 
it  was  **Better  to  be  imborn  than  untaught;  for 
ignorance  is  the  root  of  misfortune,"  surely  is 
applicable  in  modern  life  as  in  the  days  of  old. 

2  Kirtley,  "That  Boy  of  Yours,"  p.  26. 


PHYSICAL  7 

No  earthly  object  is  so  attractive  as  a  well-  ^ 
built,  growing  boy.  He  is  truly  "fearfully  and 
wonderfully  made."  The  teen  period,  John 
Keats  says,  "is  the  space  between  the  boy  and 
the  man,  in  which  the  soul  is  in  ferment,  the 
character  undecided,  the  way  of  life  uncertain.*' 
Shakespeare  puts  into  the  mouth  of  Malvolio 
these  words  concerning  this  age:  "Not  yet  old 
enough  for  a  man,  nor  young  enough  for  a  boy; 
as  a  squash  is  before  'tis  a  peas-cod,  or  a  codling 
when  'tis  almost  an  apple. "^  He  is  growing 
like  the  proverbial  weed,  he  seems  to  be  all 
legs,  he  has  a  painful  sensation  of  awkwardness. 
"Up  to  the  age  of  about  fifteen  the  legs  are 
growing  more  rapidly  than  the  trunk.  After 
fifteen  the  upper  half  of  the  body  gains  twenty- 
five  per  cent,  the  lower  hardly  half  as  much."* 
"By  fifteen  the  brain  stops  growing.  The 
large  arteries  increase  one  third,  the  temperature 
rises  one  degree,  the  reproduction  organs  have 
functioned,  the  voice  deepens,  the  stature  grows 
by  bounds  and  the  boy  needs  more  sleep  and 
food  than  ever  before."^  His  heart  nearly 
doubles  in  size;  at  ten  the  heart  weighs  115 
grams,  at  seventeen  it  weighs  230  grams.  The 
blood  is  driven  through  his  veins  at  double  the 


*  Beck,  "Marching  Manward,"  p.  46. 

*  Tyler,  "Growth  and  Edu-ation,"  p.  6 
6  Forbush,  "The  Boy  Problem,"  p.  18. 


8  BOYOLOGY 

pressure.  "Chest  girth  is  at  birth  nearly  two 
thirds  of  the  height.  At  nine  it  is  almost  exactly 
one  half.  The  ratio  diminishes  until  the  thir- 
teenth or  fourteenth  year  in  the  boy.  After 
this  it  rises  continually,  and  at  twenty  should 
exceed  one  half  the  height.*'®  Increased  girth 
is  always  a  sign  of  increased  power.  Increase 
of  vigor  and  decrease  of  sickness  is  marked  at 
fourteen  and  sixteen  in  the  boy,  and  these  years 
are  marked  by  a  rapid  increase  in  girth.  Do 
you  wonder  why  this  "new  man'*  is  a  revolu- 
tionist? A  new  sense  of  power  and  self-life  calls 
out  for  expression. 

"I  must,  I  must:  a  voice  is  crying  to  me 
From  my  soul's  depths,  and  I  will  follow  it." 

He  seeks  out  boys  who  are  undergoing  sim- 
ilar experiences  and  feelings,  a  group  or  gang 
is  formed  for  weal  or  woe,  for  destructive  or 
constructive  purposes,  for  worthwhile  deeds  or 
damnable  doings.  He  must  find  some  form  of 
expression.  He  is  now  determining  his  destiny. 
Now  is  the  critical  time  of  his  life,  for  "Buoy- 
ancy and  hopefulness  of  youth  accompany  the 
rise  in  blood  pressure.  Courage,  vitality  and 
the  temperature  of  the  body  sink  together  dur- 
ing the  hours  before  dawn.  The  tides  of  religious 
feeling  are  at  their  flood  at  fourteen  and  sixteen 

"  Tyler,  "Growth  and  Education,"  p.  67. 


PHYSICAL  9 

years  when  the  girth  and  lung  capacity  have 
their  accelerated  increase."^  To  help  harness 
this  energy  so  that  manhood  may  be  conserved, 
is  the  duty  as  well  as  the  privilege  of  workers 
among  boys,  for  as  Herbert  says,  "No  sooner 
is  a  temple  built  to  God,  but  the  Devil  builds 
a  chapel  hard  by." 

"The  glory  of  young  men  is  their  strength." 
A  wise  leader  will  take  advantage  of  the  boy's 
natural  desire  for  physical  struggle  and  prowess. 
Instead  of  frowning  upon  his  enthusiasm  for  ** 
things  physical,  he  will  direct  it  along  lines  of 
wholesome  self-knowledge  and  help  him  to  under- 
stand that  the  things  he  so  much  desires  may, 
if  not  skilfully  controlled  and  directed,  prove 
his  greatest  peril  and  unmaking.  Recreation 
does  not  always  re-create.  Any  form  of  dis- 
sipation is  a  waste  of  vital  material  which  will 
be  needed  in  some  emergency.  Physical  health 
is  a  mental  and  moral  asset.  When  Wendell 
Phillips  started  off  for  college,  his  mother  gave 
him  this  advice,  "My  son,  keep  your  linen 
clean,  read  your  Bible  every  day,  and  let  plenty 
of  fresh  air  into  your  room."  "Conservation  of  ^ 
bodily  strength  through  cleanliness  and  fresh 
air,   is   the  first   thing   needed."^     Therefore   a 


7  Tyler,  "Growth  and  Education,"  p.  201. 

8  Kirtley,  "That  Boy  of  Yours,"  p.  10. 


10  BOYOLOGY 

boy  should  be  taught  the  value  of  keeping  his 
body  clean,  that  it  is  important  for  his  mental 
and  moral,  as  well  as  physical  good,  to  keep 
the  nasal  passages  open,  to  keep  his  finger  nails 
and  toe  nails  trimmed  and  clean,  and  to  look 
after  his  eyes  and  ears  and  especially  his  throat. 
The  boy  should  understand  that  he  has  about 
1,700  square  inches  of  skin,  each  square  inch 
containing  about  3,500  sweating  tubes,  or  res- 
pirating  pores,  which  must  not  become  clogged 
and  must  be  given  a  chance  to  breathe.  It  is 
difficult  to  make  a  young  boy  understand  that 
"cleanliness  is  next  to  godliness,"  for  too  often 
he  desires  to  be  neither  clean  or  godly.  The 
appeal  of  a  strong,  healthy,  athletic  body  grips 
him  quicker  than  the  appeal  of  moral  well  being. 
The  value  of  bathing  should  be  explained  to  him 
in  such  a  tactful  manner  as  to  create  within 
him  a  "hankering'*  for  a  bath.  To  bathe  daily 
with  warm  water  to  keep  clean,  and  to  follow 
with  a  quick  cold  bath  and  then  a  vigorous 
rub-down  will  not  only  increase  vitality  but  do 
much  to  keep  clean  his  thought  life.  "Cold 
bathing  sends  the  blood  inward  partly  by  the 
cold  which  contracts  the  capillaries  of  the  skin 
and  tissue  immediately  underlying  it,  and  partly 
by  the  pressure  of  the  water  over  all  the  dermal 
surface,  quickens  the  activity  of  kidneys,  lungs, 
and  digestive  apparatus,  and  the  reactive  glow 


PHYSICAL  11 

is  the  best  possible  tonic  for  dermal  circulation. 
It  is  the  best  of  all  gymnastics  for  the  involun- 
tary muscles  and  for  the  heart  and  blood  vessels. 
This  and  the  removal  of  the  products  of  ex- 
cretion preserve  all  the  important  dermal  func- 
tions which  are  so  easily  and  so  often  impaired 
by  our  modern  life,  lessen  the  liability  to  skin 
diseases,  and  promote  freshness  of  complexion. "• 
Swimming  is  the  amusement  or  sport  'par 
excellence  among  boys.  This  information  was 
secured  by  testing  322  boys  in  many  cities  and 
towns,  through  the  questionnaire  method.  They 
were  requested  to  check  off  on  a  card  provided 
them,  the  amusements  named  which  they  liked 
best  and  in  order  of  preference.  The  figures  in 
front  of  each  line  of  the  chart  indicate  first, 
second,  and  third  choice  and  the  figures  at  the 
end  of  each  line  give  the  number  of  boys  voting 
for  that  particular  amusement.  Several  tests 
and  studies  made  with  these  same  boys  will 
appear  in  other  chapters  of  this  volume,  as  they 
represent  a  type  of  boy  found  in  every  com- 
munity. 

Swimming  1  B9 

2  44 

3  48 

Camping  1  57 

2  60 

^ 8  84 

•HaU,  "Youth,"  p.  105. 


U  BOYOLOGY 

Baseball  1  44 

2  82 

8  84 

Music  1  87 

2  29 

3  80 

Football  1  28 

8  28 

Basketball  1  28 

«  31 

8  26 

Track  Athletics  1  26 

e  20 

8  18 

Gymnasium  1  19 

2  23 

8  22 

Hiking  1  13 

«  15 

8  32 

Boating  1  11 

2  21 

8  25 

Dancing  1  11 

2  12 

8  17 

Parties  1  9 

2  17 

8  13 

Theaters  1  8 

2  11 

8  12 


PHYSICAL  13 

Movies  1  1 

2  10 

3  10 

Ages  13     14     15     16     17     18     19     20     over     20 

4     15     68     99     66     34     19     10        7 

"Swimming  strengthens  the  lungs,  because  it 
causes  deep  breathing;  it  strengthens  the  nerv- 
ous system,  because  it  induces  natural  sleep; 
it  strengthens  the  spine  and  enlarges  the  chest, 
because  it  causes  the  head  to  be  thrown  back 
and  the  chest  out;  it  strengthens  and  sets  right 
the  pelvic  organs,  because  the  body  is  in  motion 
on  the  horizontal  plane.  By  the  wormhke  mo- 
tion of  the  trunk  characteristic  of  swimming, 
all  the  internal  viscera  are  assisted  in  their  nor- 
mal functions;  hence  bowel,  liver,  and  kidney 
troubles  disappear,  and  the  danger  from  appendi- 
citis is  greatly  lessened."^^ 

Sleep,  that  great  mystery,  is  most  important 
in  the  growth  of  a  boy,  yet  how  rebellious  he  is 
when  it  comes  to  bed  time.  To  sit  up  late  is 
to  him  a  great  privilege,  and  indulgent  parents 
many  times  are  responsible  for  the  fatigue  and 
nervous  restlessness  due  to  irregularity  of  sleep. 
Without  sleep  the  brain  would  soon  wear  out. 
Wear  and  waste  always  go  hand  in  hand  with 
activity.    Sleep  helps  to  renew  and  rebuild. 

10  Corsan,  "At  Home  in  the  Water,"  p.  12. 


14  BOYOLOGY 

Warner"  thinks  the  hours  of  work  and  sleep 
should  be  as  follows: 


Age 

Hours  per  week 

Hours  per  night 

of  work 

of  sleep 

Between    8-  9 

15 

12 

9-10 

20 

11^ 

10-11 

25 

11 

11-12 

30 

lOK 

12-14 

35 

10 

14-15 

40 

93^ 

15-17 

45 

9 

17-19 

50 

8H 

We  grow  mostly  during  sleep,  for  then  the 
products  of  nutrition,  which  during  the  day 
are  used  in  replacing  the  constant  waste  of  the 
system,  are  employed  in  building  new  tissue. 
A  boy  eats  and  sleeps  far  more  in  proportion 
than  the  adult;  and  this  surplus  of  nutrition  is 
expended  in  building  up,  or  growing. 

There  is  a  tendency  to  mouth  breathing 
among  boys  which  should  be  corrected  early. 
'*The  boy  who  sleeps  with  his  mouth  open  not 
only  has  disturbed  sleep  but  disturbs  other 
sleepers,  and  lets  the  enemy  in  that  dries  up 
the  saliva  of  the  mouth,  injures  the  teeth,  dis- 
eases the  throat  and  lungs,  irritates  the  nerves, 
and  racks  the  brain."^  An  Indian  warrior  sleeps 
and  hunts  and  smiles  with  his  mouth  shut,  and 


"  Hall,  "Adolescence,"  Vol.  I,  p.  263. 

M  Green,  "Thoughts  for  the  People,"  p.  239. 


PHYSICAL  15 

with  seeming  reluctance  opens  it  even  to  eat 
or  to  speak.  An  Indian  child  is  not  allowed  / 
to  sleep  with  its  mouth  open,  from  the  very  first 
sleep  of  its  existence;  the  consequence  of  which 
is,  that,  while  the  teeth  are  forming,  they  take 
their  relative  natural  position,  and  form  that 
healthful  and  pleasing  regularity  which  has  se- 
cured to  the  American  Indians,  as  a  race,  the 
most  beautiful  mouths  in  the  world.  The 
nostrils  were  made  to  breathe  through,  and 
their  delicate  and  fibrous  lining  is  necessary 
to  remove  dust  and  other  foreign  substances, 
to  purify  and  warm  the  air  in  its  passage,  and 
to  stand  guard  over  the  lungs,  especially  during 
the  hours  of  repose. 

Note  also  that  Indian  mothers  do  not  swathe  ^ 
their  children  in  tight-fitting  and  uncomfortable 
garments.  They  do  not  put  on  growing  feet, 
tight-fitting,  closely  laced  shoes,  or  cover  their 
heads  with  unventilated  hats.  The  body  is  given 
every  encouragement  to  grow  in  a  natural 
manner. 

A  growing  boy,  when  asked  if  he  could  name 
the  three  graces,  replied:  "Yes,  breakfast,  dinner, 
and  supper."  Someone  has  described  the  boy 
as  "an  appetite  with  the  skin  pulled  over  it.'* 
The  boy  very  often  sums  up  life  in  two  words 
of  three  letters  each— "F-U-N"  and  "E-A-T." 
Perhaps  after  all  he  has  the  real  philosophy  of 


16  BOYOLOGY 

material  existence,  for  when  the  real  fun  of 
living  begins  to  wane  and  our  digestive  apparatus 
refuses  to  function  properly,  then  we  become  of 
"all  men  most  miserable." 

"Growth  is  a  very  expensive  process,  and  de- 
mands the  combustion  of  a  large  amount  of 
nutriment,  more  than  is  consumed  by  active 
muscular  exercise.  .  .  .  The  boy  needs  a  liberal 
supply  of  food  and  oxygen  during  the  periods 
of  rapid  growth  or  change.  Kind  and  quality 
also  demand  attention.  It  must  be  suited  to 
the  needs  of  the  epoch."^^  Atwater  tells  us  that 
the  boy  of  fifteen  or  sixteen  requires  ninety  j>er 
cent  the  food  ration  of  the  adult  man,  engaged 
in  muscular  work.  A  boy  at  twelve  requires 
seventy  per  cent. 

Scientists  in  making  an  analysis  of  the  human 
body  find  that  it  is  composed  of  lime,  carbon, 
hydrogen,  nitrogen,  phosphorus,  iron,  and  other 
ingredients,  and  they  all  go  into  the  body  as 
food,  except  what  comes  in  as  air,  which  is 
mainly  oxygen.  It  is  necessary  that  they  be  in 
the  right  proportion.  "If  he  gets  too  much  lime 
he  runs  to  bones;  or  oxygen,  he  becomes  flighty 
and  fighty;  or  too  much  phosphorus  into  a  will 
o'  the  wisp."  Most  of  our  diseases  are  due 
in  the  last  analysis  to  malnutrition  or  to  lack  of 
assimilative  power. 

"  Tyler,  "Growth  and  Education,"  p.  86. 


PHYSICAL  17 

Food  has  much  to  do  with  the  boy's  mind 
and  character.  Chemical  changes  in  the  body, 
due  to  food,  are  paralleled  by  changes  in  his 
emotions.  The  conversion  of  meat  into  man,  of 
food  into  feeling,  is  an  interesting  process  worth 
studying.  "Food  becomes  blood  and  blood  builds 
bones  and  muscles  and  nerves  and  brain  tissues 
and,  from  that  physical  basis,  we  get  power  to 
think  and  feel  and  will  and  do."  "The  boy 
has  a  right,  then,  to  have  good  food  and  enough  of 
it  and  to  have  the  wise  oversight  of  those  who 
are  over  him.  The  values  of  the  food  may  be 
lost  by  too  rapid  eating.  Haste  and  nervousness 
lead  to  the  galloping  style  of  eating.  The  boy 
may  not  Fletcherise,  but  he  may  be  taught  to 
put  himself  into  his  eating,  which  is  next  in  im- 
portance to  putting  the  eatables  into  himself. 
He  should  chew  as  long  as  he  can  teach  himself 
to  enjoy  that  particular  mouthful.  Eating  is 
an  art  which  he  must  be  taught,  as  he  is  taught 
the  art  of  painting  or  bookkeeping  or  printing 
or  engineering."^* 

"A  sound  mind  in  a  sound  body"  should  be 
forever  the  appeal  as  well  as  the  ideal.  Dr. 
Hall  says  "Modern  psychology  sees  in  muscles, 
organs  of  expression  for  all  efferent  processes.  .  .  . 
Muscle  culture  develops  brain  centers  as  nothing 
else  yet  demonstrably  does.     Muscles  are  the 

1*  Kirtley,  "That  Boy  of  Yours,"  p.  21. 


18  BOYOLOGY 

vehicles  of  habituation,  imitation,  obedience,  char- 
acter, and  even  of  manners  and  customs.  .  .  . 
Skill,  endurance,  and  perseverance  may  almost 
be  called  muscular  virtues;  and  fatigue,  caprice, 
languor,  restlessness,  lack  of  control  and  poise, 
muscular  faidts."*^ 

"Not  only  is  all  muscle  culture  at  the  same 
time  brain-building,  but  a  bookworm  with  soft 
hands,  tender  feet,  and  tough  rump  from  much 
sitting,  or  an  senemic  boy  prodigy,  *in  the  morn- 
ing hectic,  in  the  evening  electric,'  is  a  monster. 
Play  at  its  best  is  a  school  of  ethics.  It  gives  not 
only  strength  but  courage  and  confidence,  tends 
to  simplify  life  and  habits,  gives  energy,  deci- 
sion, and  promptness  to  the  will,  brings  conso- 
lation and  i>eace  of  mind  in  evil  days,  is  a  re- 
source in  trouble  and  brings  out  individuality.*'^* 

The  normal  play  life  of  the  boy  is  a  challenge 
to  the  Church.  Football,  baseball,  soccer,  and 
other  similar  games  may  become  schools  of 
mental  and  moral  training.  GuHck  holds  that 
the  reason  why  only  some  seven  per  cent  of 
the  young  men  of  the  country  are  in  the  churches, 
while  most  of  the  members  and  workers  are 
women,  is  that  the  qualities  demanded  are  the 
feminine  ones  of  love,  rest,  prayer,  trust,  desire 
for  fortitude  to  endure,  a  sense  of  atonement — 


16  HaU.  "Youth,"  p.  8. 
w  HaU,  "Youth,"  p.  76. 


PHYSICAL  Id 

traits  not  involving  ideals  that  must  stir  young 
men.  The  Church  is  just  beginning  to  appeal 
to  the  more  virile  qualities,  as  evidenced  in  the 
Sunday  School  Athletic  and  Baseball  Leagues. 

Avoid  unwise  competition,  which  may  spur  ^ 
the  boy  to  overtaxation,  and  overstrain  of  heart. 
"Safety  first*'  is  superseding  "take  chances"  and 
the  risk  of  sacrificing  any  boy  for  the  sake  of 
the  team,  or  of  advertising  himself  and  the 
organization  which  he  represents,  must  be  elim- 
inated from  athletics.  "To  put  a  young  boy 
who  is  big  and  strong  for  his  age,  with  older 
boys,  who  may  be  no  larger,  or  may  be  even 
smaller,  but  who  are  much  more  strongly  *knit' 
and  thus  able  to  bear  physical  strain  without 
harm,  may  disable  the  younger  boy  for  life. 
We  must  be  aware  of  the  fact  that  a  boy  who 
has  grown  very  large  and  strong  for  his  age, 
generally  has  a  heart  a  little  small  in  proportion 
to  his  size — a  heart  which  should  be  given  oppor- 
tunity for  normal  growth,  and  which  should 
not  be  called  upon  for  the  great  exertion  needed 
in  football  or  in  some  of  the  more  wearing  track 
sports.  In  this  way  many  boys  are  injured."^^ 
No  growing  boy  should  be  permitted  to  play 
on  a  football  team  or  engage  in  track  sports 
without  first  undergoing  a  thorough  examination 

^  Taylor,  "The  Physioal  Examination  and  Training  of  Children/I 
p.  58. 


20  BOYOLOGY 

by  a  reputable  physician.  The  goal  of  athletics 
and  sports  should  be:  safe,  sane,  all-round  physi- 
cal development  and  fitness,  with  enough  of  the 
competitive  to  develop  that  team  work  so  neces- 
sary in  later  life,  courage,  self-control,  loyalty, 
obedience,  and,  best  of  all,  ability  to  play  an 
uphill  or  losing  game,  and  to  smile  in  the  face  of 
discouragement  or  defeat. 

Teach  a  boy  the  seriousness  as  well  as  the 
foolishness  of  waste.  When  one  takes  in  liquor 
he  wastes  that  much  money,  besides  the  injury 
to  his  body  or  mind.  The  very  meaning  of  the 
word  alcohol  is  interesting.  It  is  derived  from 
the  Arabic  "al-kahol,"  which  means  "something 
very  subtle."  Alcohol  paralyzes  the  white  blood 
corpuscles  so  that  they  cannot  attack  disease. 
Professor  RosenufF  in  his  investigations  discovered 
"that  one  half  of  the  drunkards  get  the  habit 
before  21  years  of  age,  and  one  third  before  16 
years  of  age,  that  about  2,000  men  die  a  day  who 
are  drunkards,  and  that  one  out  of  every  four 
admitted  to  insane  asylums  were  brought  there 
by  alcohol."  Have  the  boy  read  several  times 
this  Confession: 

"I  am  the  greatest  criminal  in  history. 
I  have  killed  more  men  than  have  fallen  in  all  the  wars 

of  the  world. 
I  have  turned  men  into  brutes. 
I  have  made  millions  of  homes  unhappy. 


PHYSICAL  21 

I  have  transformed  many  ambitious  youths  into  hope- 
less parasites. 

I  make  smooth  the  downward  path  for  countless  millions. 

I  destroy  the  weak  and  weaken  the  strong. 

I  make  the  wise  man  a  fool  and  trample  the  fool  into 
his  folly. 

I  ensnare  the  innocent. 

The  abandoned  wife  knows  me,  the  hungry  children 
know  me. 

The  parents  whose  child  has  bowed  their  gray  heads  in 
sorrow  know  me. 

I  have  ruined  millions  and  shall  try  to  ruin  millions  more. 

— I  am  Alcohol." 

Longfellow  well  says:  "He  that  drinks  wine, 
thinks  wine,  he  that  drinks  beer,  thinks  beer.'* 
Teach  the  boy  that  to  turn  down  his  glass  at 
a  dinner  or  banquet  is  not  a  sacrifice,  but  an 
evidence  of  self-mastery,  for  it  is  the  first  glass 
and  not  the  last  glass  that  makes  the  drunkard. 
A  wine  glass  is  never  right  side  up  until  it  is 
upside  down. 

Abstinence  has  a  distinct  economic  value  to  a 
community,  as  is  evidenced  in  the  following 
statement: 

Petrograd,  Via  London,  Sept.  30,  1914—10  p.  m.— 
Minister  of  Finance  Bark  to-day  received  an  order  that 
the  prohibition  of  the  sale  of  vodka  shall  be  continued 
indefinitely  after  the  end  of  the  war.  This  order  is  based 
principally  on  the  tremendously  improved  condition  of  the 
country  since  the  Emperor  issued  the  edict  prohibiting 
traffic  in  this  liquor. 


22  BOYOLOGY 

Visitors  arriving  from  Southern  Russia  say  there  is 
such  a  change  in  that  region  that  the  country  is  hardly 
recognizable.  Peasants,  who  before  the  war  had  fallen 
into  hopeless  indolence  and  depravity,  already  have 
emerged  into  self-respecting  citizens.  The  eflFect  on 
character  is  already  visible  in  neatly  brushed  clothes, 
instead  of  the  former  dilapidated  and  slovenly  attire. 
Huts  which  were  formerly  dilapidated  and  allowed  to 
go  without  repairs  are  now  kept  in  first-class  condition. 

The  towns  have  become  more  orderly  and  the  peasants 
indulge  in  wholesome  amusements.  These  people  now 
save  55  per  cent  of  their  earnings,  which  formerly  was 
spent  for  drink,  and  they  have  increased  their  earning 
capacity  through  sobriety.  This  extra  money  is  now 
devoted  to  the  necessities  and  comforts  of  life.  This 
startling  regeneration  of  the  peasantry  is,  in  the  opinion 
of  the  Russian  authorities,  likely  to  have  an  important 
effect  on  the  social  and  economic  conditions  of  all  Russia. 
A  change  in  the  large  cities  also  is  noticeable.  Liquor 
still  is  sold  in  first-class  cafes,  but  these  are  virtually 
empty.  The  Nevsky  Prospect,  once  famous  for  its  gay 
midnight  life,  is  now  quiet,  without  a  sign  of  revelry. 

The  Savings  Bank  reports  of  Russia  show  savings  in- 
creased 5,000  per  cent  (net)  in  the  eight  months  follow- 
ing the  closing  of  the  drink  shops. 

The  United  States  Government  reports  on  the 
consumption  of  liquor  show  a  decided  decrease. 
The  consumption  of  liquor  in  1913  was  143,220,- 
056  gallons,  in  1914  was  139,138,501  gallons,  in 
1915  was  125,155,178  gallons,  a  net  decrease  of 
18  million  gallons,  in  two  years. 

One  hundred  and  eight  distilleries  went  out  of 


PHYSICAL  2S 

business  in  1915  and  forty-one  breweries  ceased 
to  brew.  The  American  Bankers  Association 
attribute  this  decrease  to  the  wave  of  thrift  which 
seems  to  be  sweeping  over  the  United  States. 

Dr.  Dennis  of  Cornell  Medical  School  says: 
"The  tendency  to  beer  drinking  is  greatly  strength- 
ened by  cigaret  smoking  because  this  habit 
becomes  almost  constant,  causing  a  dryness  of 
the  throat  and  fauces,  and  hence  irritating  the 
throat."  "The  cigaret  habit  with  its  attendant 
evils,  the  saloon  and  vice,"  says  Mr.  E.  W. 
Baines  in  an  article  on  "The  Hopeless  Handi- 
cap,"^® "is  sapping  the  mental  and  moral  stamina 
of  American  young  men,  gnawing  at  the  very 
vitals  of  their  physical  well-being.  Teachers 
throughout  the  country  recognize  in  the  cigaret 
the  school's  deadliest  foe,  and  confess  without 
reservation  that  they  find  it  practically  impos- 
sible to  educate  a  cigaret-smoking  boy."  He 
cites  from  the  records  of  Harvard  University 
the  fact  that  "for  fifty  years  not  one  tobacco 
user  has  stood  at  the  head  of  his  class,  although 
five  out  of  six  (83  per  cent)  Harvard  students 
use  the  weed.  A  city  magistrate  said  recently, 
*Out  of  300  boys  brought  before  me  charged  with 
various  crimes  295  were  cigaret-smokers.'  Ac- 
cording to  the  findings  of  Dr.  Shaw,  80  diseases 


18  The  Literary  Digest,  August  8,  1914. 


U  BOYOLOGY 

are  traceable  to  tobacco,  and  25,000  die  annually 
from  it.'* 

It  is  an  economic  waste,  as  declared  by  Dr. 
D.  H.  Kress,  an  eminent  physician,  when  he  cal- 
culated that  the  amount  spent  in  the  United 
States  alone  for  tobacco,  annually,  would  enable 
him  to  provide  thirty  thousand  families  each 
with  the  necessities  of  life.  In  addition  he  says: 
"I  could  grant  an  allowance  of  $5,000  to  each  of 
ten  thousand  other  families.  To  each  of  ten 
thousand  others  I  could  give  $10,000.  To  each 
of  one  thousand  other  heads  of  families,  I  could 
make  a  Christmas  present  of  $50,000.  To  each 
of  another  thousand  I  could  give  $100,000;  and, 
besides,  to  each  of  five  hundred  of  my  best 
friends  I  could  make  an  annual  allowance  of 
$1,000,000.  After  doing  all  this,  I  would  still 
have  left  each  year  $200,000,000  to  bestow  on 
charitable  institutions,  and  at  least  $10,000,000 
to  keep  the  woK  from  the  door." 

Give  the  boy  these  facts,  adding  the  advice 
of  Robert  Burdette:  "My  son,  as  long  as  thou 
hast  in  thy  skull  the  sense  of  a  jay  bird,  break 
away  from  the  cigaret,  for  lo,  it  causeth  thy 
breath  to  stink  like  a  glue  factory;  it  rendereth 
thy  mind  less  intelligent  than  that  of  a  cigar 
store  dummy;  yea,  thou  art  a  cipher  with  the 
rim  knocked  off." 

In  twenty-seven  years  of  personal  friendship 


PHYSICAL  25 

with  many  thousand  boys,  the  author  has  yet 
to  meet  the  boy  who  did  not  have  a  moral  let- 
down in  his  life  the  moment  he  began  using 
tobacco.  These  are  the  two  great  foes  of  youth, 
tobacco  and  alcohol — eliminate  these,  and  you 
eliminate  myriads  of  other  foes. 

The  most  serious  problem  is  to  guide  this  ^ 
coming  man  through  the  period  when  mind 
begins  to  have  control  over  body,  for  "as  a  boy 
thinketh  so  is  he.*'  "About  eight  hundred 
thousand  boys  come  to  maturity  every  year. 
Every  one  is  born  a  male  animal,  gifted  by  the 
Author  of  Life  with  the  germ  of  the  sacred 
power  of  begetting  children  born  in  His  image. 
The  call  to  this  power  speaks  in  the  boy  so 
early  that  it  startles  him.  It  finds  him  fatally 
ignorant  of  its  meaning.  He  turns  this  way 
and  that  for  guidance  and  finds  anything  but 
satisfaction  in  the  half-amused,  half-scandalized 
confusion  of  parents  over  his  ingenuous  queries. 
His  training  consists  of  a  stuffing  process  that  " 
results  too  often  in  an  artificial  rather  than  a 
natural  boy.''^^ 

It  is  the  unnatural,  hot-house  forcing  that  is  ^ 
responsible  for  the  highly  nervous  and   sexually 
passionate    adolescents,    and    there    is    a    great 
lesson  as  well  as  a  gleam  of  humor  in  these  verses 
of  Nixon  Waterman: 

w  Wilson,  "The  Education  of  the  Young  in  Sex  Hygiene,"  p.  32. 


26  BOYOLOGY 

"Hurry  the  baby  as  fast  as  you  can. 
Hurry  him,  worry  him,  make  him  a  man, 
OfiP  with  his  baby  clothes,  get  him  in  pants. 
Feed  him  on  brain  foods  and  make  him  advance. 
Hustle  him,  soon  as  he's  able  to  walk. 
Into  a  grammar  school;  cram  him  with  talk. 
Fill  his  poor  head  full  of  figures  and  facts. 
Keep  on  a-jamming  them  in  till  it  cracks. 

**Once  boys  grew  up  at  a  rational  rate; 
Now  we  develop  a  man  while  you  wait. 
Rush  him  through  college,  compel  him  to  grab 
Of  every  known  subject  a  dip  and  a  dab. 
Get  him  in  business,  and  after  the  cash. 
All  by  the  time  he  can  grow  a  mustache; 
Let  him  forget  he  was  ever  a  boy. 
Make  gold  his  god  and  its  jingle  his  joy; 
Keep  him  a-hustling  and  clear  out  of  breath 
Until  he  wins — nervous  prostration  and  death." 

In  how  few  homes  is  sex  instruction  given  by 
fathers  and  mothers.  The  boy  has  the  right  to 
be  taught  God's  laws  of  reproduction  and  life 
and  those  engaged  in  the  business  of  human 
culture,  whether  father  or  god-father,  cannot 
brush  aside  lightly  this  great  responsibility.  For 
a  parent  not  to  know  the  boy's  physical  charac- 
teristics and  possibilities  and  powers  is  a  kind 
of  negligence  bordering  on  the  criminal.  Parents 
should  understand  that  building  a  clean,  whole- 
some character  is  much  greater  than  erecting  a 
house  of  stone  and  mortar.  The  rephes  from  169 
churches  received  by  the  Commission  appointed 


PHYSICAL  «7 

by  the  International  Sunday  School  Association 
to  study  Adolescence,  to  the  questions  regarding 
the  physical  life  of  the  adolescent,^"  reveal  a  start- 
ling lack  of  interest  and  knowledge  concerning  the 
religion  of  the  body  and  its  relationship  to  the  reli- 
gion of  the  soul,  and  the  twelve  recommendations 
made  by  the  Commission  should  be  considered 
seriously  by  every  church  worker  among  boys. 
Other  organizations  have  for  years  recognized 
this  relationship,  which  in  part  is  responsible 
for  their  success  in  winning  and  holding  boys. 

"The  Health  Creed"  distributed  by  the  Massa- 
chusetts State  Board  of  Health  among  boys  and 
girls  is  proving  a  most  effective  method  of  win- 
ning boys  to  self-preservation  through  the  sane 
observance  of  the  laws  of  good  health.  The 
creed  is  as  follows: 

"My  body  is  the  temple  of  my  soul,  therefore, 
"I  will  keep  my  body  clean  within  and  without," 
"I   will   breathe   pure  air  and  I  will  live  in  the  sun- 
light," 
"I  will  do  no  act  that  might  endanger  the  health  of 

others," 
"I  will  try  to  learn  and  practice  the  rule  of  healthy 

living," 
**I  will  work  and  rest  and  play  at  the  right  time  and  in 
the  right  way,  so  that  my  mind  will  be  strong  and 
my  body  healthy,  and  so  that  I  will  lead  a  useful 
life  and  be  an  honor  to  my  parents,  to  my  friends 
and  to  my  country." 


«>  Alexander,  "The  Sunday  School  and  the  Teena,"  p.  216. 


«8  BOYOLOGY 

Through  well  conducted  camps,  exhilarating 
hikes,  interesting  scout  work,  exciting  games, 
attractive  lectures  on  health  and  hygiene,  boys 
have  been  led  to  reverence  for  their  bodies  and 
to  definite  Christian  Hving  and  service.  Build- 
ing boys  is  better  than  mending  men.  The  com- 
pensation for  such  work  is  clearly  set  forth  in 
the  following  verse: 

"Who  builds  in  Boys  builds  lastingly  in  Truth, 
And  'vanished  hands'  are  multiplied  in  power. 
And  sounds  of  living  voices,  hour  by  hour. 
Speak  forth  his  message  with  the  lips  of  Youth. 

Here,  in  the  Home  of  Hope,  whose  doors  are  Love, 
To  shape  young  souls  in  images  of  right. 
To  train  frail  twigs  straight  upward  toward  the  Light; 

Such  work  as  this  God  measures  from  above! 

And  faring  forth,  triumphant,  with  the  dawn. 
Each  fresh  young  soul  a  missioner  for  weal. 
Forward  they  carry,  as  a  shield,  the  seal. 

Of  his  example — so  his  work  goes  on. 

Granite  may  crumble,  wind  and  wave  destroy. 
Urn,  shaft  or  word  may  perish  or  decay; 
But  this  shall  last  forever  and  a  day — 

His  living,  loving  monument — a  Boy!" 


CHAPTER  II 

Intellectual  Chaeacteristics 

"Mind  is  the  master  power  that  molds  and  makes 
And  man  is  mind,  and  evermore  he  takes 
The  tool  of  Thought,  and  shaping  what  he  wills. 
Brings  forth  a  thousand  joys,  a  thousand  ills — 
He  thinks  in  secret,  and  it  comes  to  pass 
Environment  is  but  his  looking  glass." 

— Benton. 

The  body  is  the  servant  of  the  mind.  It 
obeys  the  operations  of  the  mind,  whether  the 
thought  be  deliberately  chosen  or  automatically 
expressed.  At  the  bidding  of  unlawful  thought 
the  body  sinks  rapidly  into  disease  and  decay; 
at  the  command  of  glad  and  beautiful  thoughts 
it  becomes  clothed  with  youthfulness  and  beauty; 
therefore  a  "sound  mind  in  a  sound  body"  is 
something  more  than  a  maxim,  it  is  a  reality. 
"'Tis  the  mind  that  makes  the  body  rich." 
What  is  mind.-^  Mind  is  the  feeling,  thinking, 
willing  part  of  man.  More  exactly,  the  mind 
is  that  which  manifests  itself  in  our  processes 
of  knowing,  of  feeling,  and  of  willing.  What 
mind  is  in  itself  we  do  not  know.  We  know  only 
what  it  does. 

29 


30  BOYOLOGY 

The  body  is  the  means  of  communication  be- 
tween the  mind  and  the  outside  world.  The 
part  of  the  body  most  intimately  connected 
with  the  mind  is  the  brain,  and  it  is  interesting 
to  note  here  that,  according  to  the  study  made 
by  Kirkpatrick,  "The  weight  of  the  brain  of  boys 
at  birth  is  12.29  per  cent  of  that  of  the  body, 
while  at  twenty -five  years  it  is  only  2.16  per 
cent  of  the  weight  of  the  body."^  It  is  outgrown 
by  other  organs.  This  brain  mass  bom  with 
the  boy  betokens  his  capacity  for  mental  de- 
velopment and  it  is  this  which  to  so  large  an 
extent  presents  him  to  us  for  the  making. 

''The  organs  of  behavior,  if  one  may  use  the 
expression,  are  nerves  and  muscles.  Acting  con- 
jointly they  form  the  nervo-muscular,  or  as  it  is 
now  more  often  called,  the  'sensori-motor*  sys- 
tem.'*^ The  brain  is  the  chief  part  of  the  nervous 
system.  A  brief  presentation  of  the  nervous 
system  will  help  us  imderstand  the  workings  of 
the  boy's  mind,  for  we  are  rapidly  retreating 
from  the  old  mistaken  idea  that  "children's  heads 
are  hollow,"  and  the  following  verse  taken  from 
the  London  Post  is  a  bit  of  irony  in  favor  of  the 
more  progressive  educational  movement,  which 
believes  in  natural  and  visualized  methods  in- 


1  Erkpatrick,  "Fundamentals  of  Child  Study,"  p.  19. 
*  Mark,  "Unfolding  of  Personality,"  p.  48. 


INTELLECTUAL  SI 

stead  of  the  ready  made  and  automatic  methods 
so  much  in  vogue. 

"Ram  it  in,  jam  it  in, 

Children's  heads  are  hollow; 
Slam  it  in,  cram  it  in. 

Still  there's  more  to  follow. 

Hygiene  and  history- 
Asiatic  mystery. 
Algebra,  histology. 
Botany,  geometry, 
Latin,  etymology, 
Greek  and  trigonometry. 
Ram  it  in  and  cram  it  in 
Children's  heads  are  hollow. 

Scold  it  in,  mould  it  in. 

All  that  they  can  swallow; 
Fold  it  in,  hold  it  in. 

Still  there's  more  to  follow. 

Faces  pasty,  pinched  and  pale 
Tell  the  plaintive,  piteous  tale; 
Tell  of  hours  robbed  from  sleep. 
Robbed  from  meals  for  studies  deep; 
All  who  'twixt  these  millstones  go 
Tell  the  selfsame  tale  of  woe; 
How  the  teacher  crammed  it  in. 
Rammed  it  in,  jammed  it  in. 
Crunched  it  in,  clubbed  it  in. 
Pumped  it  in,  stumped  it  in. 
Rapped  it  in,  slapped  it  in. 

When  their  heads  were  hollow.'* 


32  BOYOLOGY 

Someone  has  said,  "You  can  lead  a  horse  to 
water,  but  you  cannot  make  him  drink;  you 
can  drive  a  boy  to  school,  but  you  cannot  make 
him  think."  All  real  education  consists  in  the 
use  of  facts  rather  than  their  accumulation,  for 

**The  mind  is  not  a  garner  to  be  filled. 
But  a  garden  to  be  tilled." 

The  nervous  system  consists  of  two  parts:  the 
cerebro-spinal  system  and  the  sympathetic  sys- 
tem. The  nervous  tissue  of  the  cerebro-spinal 
system  is  of  two  kinds:  white  matter,  consisting 
of  nerve  fibers,  and  grey  matter,  consisting  of 
nerve  fibers  and  nerve  cells.  The  brain  is  en- 
closed in  the  cranium  or  skull.  It  consists  of 
several  parts,  the  chief  of  which  are  the  cerebrum, 
or  the  seat  of  sensation,  reasoning,  emotion,  and 
volition  (these  powers  seem  to  reside  in  the 
grey  matter) ;  the  cerebellum,  the  regulator  or  co- 
ordinator of  muscular  movement,  and  really  the 
servant  of  the  cerebrum;  and  the  medulla  ob- 
longata, or  prolongation  of  the  spinal  cord,  serv- 
ing as  a  conductor  between  the  spinal  cord  and 
the  cerebellum  and  cerebrum. 

Maturity,  or  more  properly  great  increase  of 
eflBciency,  is  marked  by  the  appearance  of  the 
medullary  sheath  or  spinal  marrow,  surrounding 
the  nerve  fibers  in  the  centers.  "At  birth,  there 
is  little  medullation  in  the  cerebrum,  or  upper 


INTELLECTUAL  33 

part  of  the  cranium.  Here  the  sensory  centers 
mature  first;  first  those  of  smell,  then  of  sight, 
last  of  all,  those  of  hearing.  The  centers  in  the 
cortex  which  preside  over  voluntary  motion 
seem  to  mature  later.  The  child  is  at  first  sen- 
sory and  receptive;  later  an  active,  motor,  pur- 
posing, and  voluntary  being,  "^  then  these  two 
stages  become  united.  During  the  period  of 
growth  and  of  early  development  every  organ 
is  plastic  and  easily  modified.  Then  these  mod- 
ifications set  and  become  permanent.  The  brain 
forms  no  exception  to  the  rule.  There  is  a  time 
when  it  is  easy  to  learn  and  acquire.  If  we  de- 
lay too  long,  we  learn  and  acquire  with  diflBculty. 
"It  is  hard  to  teach  an  old  dog  new  tricks,"  and 
"as  the  twig  is  bent  the  tree's  inclined,"  are  old 
sayings,  in  perfect  accord  with  deductions  of 
science.  The  sympathetic  system  is  situated  on 
each  side  of  the  backbone  or  vertebral  column. 
Branches  from  this  system  ramify  to  the  heart, 
stomach,  etc.,  and  do  much  to  control  these 
organs.  The  sympathetic  system  is  concerned 
more  closely  with  the  body  than  with  our  mental 
life.  The  nervous  system  has  thus  been  explained 
in  detail  in  order  that  the  wonderful  unfolding 
of  the  boy's  personality  may  be  better  understood. 
"The  mind  of  a  young  boy  is  apparently  a 
picture  gallery  of  experiences,  observations,  and 

*  Tyler,  "Growth  and  Education,"  p.  72. 


84  BOYOLOGY 

products  of  the  imagination.  When  very  young 
he  wishes  to  handle  everything.  His  eyes  and 
ears  are  wide  open.  His  usual  question  is,  'What 
is  it?'  There  is  much  in  a  name  to  him.  We 
give  him  things  to  see  what  he  will  do  with  them. 
He  is  really  experimenting  with  himself  and  the 
world,  which  is  wonderfully  fresh  and  fascinating 
to  him.  These  characteristics  of  the  sensory 
I>eriods  last  from  infancy  to  perhaps  the  eighth 
year.  The  second  period,  from  seven  to  thir- 
teen, is  one  of  coordination  of  motion  and  emo- 
tion. The  sense  organs  are  still  improving,  but 
this  is  chiefly  a  motor  epoch,  when  his  interest 
is  in  plays  calling  forth  the  use  of  the  muscles 
of  the  legs  and  arms."*  Aroimd  thirteen  is  the 
age  when  boys  begin  to  examine  their  evidence 
critically,  and  when  the  reasoning  power  of  the 
mind  appears  as  a  dominant  factor  in  the  mental 
life  of  the  boy. 

Imagination  is  a  marked  characteristic  in  the 
mental  development  of  a  boy.  Before  thirteen 
years  of  age,  to  him  toys  are  symbols;  a  chair 
becomes  a  horse,  a  car,  or  a  boat;  placed  across 
the  corner  of  the  room  it  forms  a  house,  a  cave, 
or  a  wide  field.  As  he  grows  older,  imagination 
becomes  constructive.  In  the  museum  he  sees 
a  knight's  suit  of  armor;  he  calls  up  images  of 
man  and  horse,  places  the  man,  as  it  were,  in- 

*  Tyler,  "Growth  and  Education,"  p.  76. 


INTELLECTUAL  35 

side  the  armor  and  spurs  the  horse,  and  begins 
to  unagme  a  knight  ready  for  the  tournament. 
Here  is  activity  involved  in  imagination,  com- 
bined with  parts  or  whole  of  memory  images, 
made  through  reading  or  by  looking  at  pictures. 
His  power  of  imagination  plays  an  imp)ortant 
part  in  mind  development.  Clear  images  can  be 
built  up  upon  a  sensory  basis  only.  "Seeing 
things  at  night"  is  tame  compared  with  the 
way  a  normal  boy  sees  things  with  his  eyes  wide 
open,  things  that  are  not — day  dreaming,  some 
call  it.  It  is  not  wrong  either,  for  Alden  says 
"genius  is  creative  imagination  and  ingenuity  is 
its  power  of  insight."  The  Wrights,  Curtiss, 
Ferris,  Edison  are  the  product  of  imagination. 

"Imagination  gives  wings  to  his  hope,  feet 
to  his  reason,  force  to  his  decision  and  vivid- 
ness to  his  memory.  It  furnishes  him  invisible 
armor  and  victorious  arms  for  his  battle  against 
the  false  and  vicious  and  vulgar;  for  he  can 
picture  to  himseK  the  ideal,  true,  and  virtuous 
•and  good  and  then  make  them  real.  It  enables 
him  to  secure  control  of  himself  at  the  time 
when  he  is  becoming  acquainted  with  his  own 
volatile  and  mysterious  powers,  for  he  can  be 
made  to  see  the  vast  benefit  to  come  from  such 
self-control.  "5 

Imagination  is  the  means  of  bringing  in  sug- 

»  Kirtley,  "That  Boy  of  Yovirs,"  p.  39. 


S6  BOYOLOGY 

gestions  from  the  outside  and  taking  them  out 
again  into  the  life.  We  cannot  estimate  the 
power  of  suggestion.  It  is  putting  the  idea  into 
the  mind  of  another  which  becomes  an  action. 
This  servant  of  the  mind,  is  also  capable  of 
playing  havoc  with  a  boy's  life.  A  speaker, 
when  talking  to  a  Sunday  school  class  about 
the  fixedness  of  habits,  said  that  if  they  would 
write  their  names  in  the  cement  sidewalk  while 
it  was  soft,  the  writing  would  last  as  long  as 
the  walks.  Of  coiu*se  the  boys  did  the  writing 
without  any  loss  of  time. 

Someone  has  said,  "the  boundary  line  between 
virtue  and  vice  is  situated  in  the  imagination." 
If  the  imagination  is  not  disciplined,  its  very 
power  becomes  the  boy's  weakness.  Much  of 
the  injury  to  boyhood  is  to  be  traced  to  an  out- 
raged imagination.  In  adolescence  the  boy  longs 
for  comradeship  which  he  can  "idealize,"  and 
therefore  he  affords  his  parents  and  men  a  rare 
chance  to  help  him  transform  ideas  and  ideals 
into  things,  and  change  the  golden  dreams  of 
boyhood  into  the  worthy  deeds  of  manhood. 

Too  much  stress  cannot  be  placed  upon  the 
educational  value  of  pictures,  such  as  Watt's 
"Sir  Galahad"  with  its  impelling  message,  "My 
strength  is  as  the  strength  of  ten  because  my  heart 
is  pure";  Hofmann's  "The  Boy  Jesus,"  with 
purity  of  life  gleaming  from  the  eyes  and  every 


INTELLECTUAL  37 

line  of  the  face;  and  "Washington  in  Prayer  at 
Valley  Forge,'*  a  reproduction  of  the  bronze 
tablet  on  the  Sub-Treasury  in  Wall  Street,  New 
York,  which  made  such  an  impression  on  a  Boy 
Scout  as  he  stood  looking  at  it,  that  a  writer 
has  immortalized  the  scene  in  the  following  verses : 

"Wall  Street  rang  and  echoed  with  its  traflSc; 
A  brown  Boy  Scout  stood  in  his  khaki  there 
Before  the  bronze  which  showed  his  Nation's  father 
Kneeling  in  anguish  to  his  God  in  prayer. 

The  trim  boy,  hustled  by  the  rushing  thousands. 
His  bright  eyes  still  kept  fastened  on  That  Face; 

His  lips,  soft  parted,  like  a  sweet  flower  trembled; 
He  seemed  exalted  in  his  boyish  grace. 

He  turned,  his  tanned  cheek  flushed  with  noble  fervor. 
While  his  brave  eye  with  resolution  flamed; 

If  Washington  could  kneel  in  supplication. 

Then  why  should  I,  a  mere  boy,  feel  ashamed! 

Whenever  dangers  in  my  life  surround  me, 
I'll  ever  think  of  that  bronze  gleaming  there! 

Great  Washington,  who  led  our  mighty  Nation, 
Shall  be  the  leader  of  one  boy  in  prayer." 

Roark  in  his  "Psychology  in  Education"  says: 
"Parents  and  teachers  should  set  before  boys 
and  girls  the  best  characters  in  literature,  his- 
tory, and  biography;  not  in  any  goody-goody 
way,  not  with  too  much  stress  upon  the  de- 
sirabihty  of  imitating  them,  but  in  a  frank, 
cordial,  rational  way.  .  .  .  What  the  imagination 


88  BOYOLOGY 

habitually  contemplates  that  will  it  form  into 
the  ideals  in  whose  image  we  make  ourselves. *'• 

It  was  a  clever,  actively  thinking,  handsome 
boy  of  sixteen  who  said,  "I  sometimes  think,  I 
often  think,  that  perhaps  it  would  be  a  good 
idea  for  a  fellow  to  be  buried  when  he  was  fif- 
teen and  not  dug  up  again  until  after  he  was 
twenty.  It's  so  hard  for  a  boy  to  know  just 
exactly  what  is  best  to  do."  He  had  to  come 
to  the  point  where  he  must  begin  to  decide. 
He  is  now  battling  his  way  through  a  chaos  of 
developments.  "Before  him  stretch  all  the  long 
years  of  life,  years  of  thought,  of  work,  of  attain- 
ment, or  years  of  blighted  hope,  of  struggle,  and 
failure,  and  useless  despair.  Those  years  may 
hold  so  much!  Behind  him  lie  his  poor  young 
sixteen  birthdays,  more  than  half  of  them  the 
birthdays  of  a  child,  and  his  experience  is  all 
that  hes  between  them."'  He  must  now  decide. 
Here  is  where  most  of  life's  tragedies  are  enacted. 
Blessed  is  that  parent  or  friend  who  can  so  in- 
terpret the  mind  of  the  boy  that  he  can  sug- 
gest a  "way  out." 

Modern  economic  conditions  have  weakened 
the  power  of  the  will.  Luxury,  over-heated 
houses,  rapid  transportation,  have  produced  a 
physical  laziness  which  is  a  disease  of  the  will. 


»  Roark,  "Psychology  in  Education,"  p.  216. 
7  Bok,  "Before  He  is  Twenty,"  p.  35. 


INTELLECTUAL  39 

In  the  olden  days  "will  culture"  was  acquired 
through  authoritative  direction  of  the  parents. 
Respect  for  authority  must  be  a  part  of  the 
boy's  mental  development.  "To  obey  is  liberty." 
Directing  his  will  is  better  than  breaking  his 
will.  Outwardly  the  will  manifests  itself  in 
actions  and  deeds;  inwardly  it  controls  the 
thoughts.  There  is  nothing  that  will  help  de- 
velop and  strengthen  the  will  hke  responsibility 
for  given  tasks  or  work.  The  boy's  love  of 
activity,  coupled  with  the  joy  of  achievement, 
may  be  the  means  of  his  mastering  the  secrets 
of  a  strong  will  and  prepare  him  to  face  his  fu- 
ture with  increasing  strength.  Moral  deteriora- 
tion results  from  a  weak  will,  which  may  be 
explained  partly  by  defective  imagination  and 
partly  by  weakness  of  motive.  Get  the  boy  to 
see  that  work  brings  pleasure,  skill,  approbation, 
promotion,  and  the  consciousness  of  increased 
power. 

There  are  about  13,000,000  young  men  in  the 
United  States  of  the  teen  age.  Were  they  to 
march  ten  abreast,  twelve  feet  apart,  they  would 
form  a  column  2,800  miles  long,  almost  the  dis- 
tance from  New  York  to  San  Francisco.  They 
could  start  with  the  raw  material  and  build  the 
Brooklyn  Bridge  in  three  hours.  They  could 
build  the  Chinese  Wall  in  five  days.  They 
could  build  a  railroad  from  New  York  to  San 


40  BOYOLOGY 

Francisco  between  the  rising  and  setting  of  the 
sun.  The  problem  of  saving  them  from  habits 
that  wreck,  from  idleness,  from  atrophying  lux- 
ury, from  misdirected  energy,  and  helping  them 
to  form  habits  that  build  character  and  that 
make  for  efficiency  and  good  citizenship,  is 
enormous. 

Nearly  all  habits,  mental  and  personal,  are 
formed  before  twenty  years  of  age.  "All  authors 
agree  that  habit  has  a  physiological  basis;  that 
the  sensation  which  the  nerve  carries  to  the 
brain  for  the  first  time  cuts  a  path,  speaking 
figuratively,  through  the  brain,  and  that  the 
same  sensation,  if  repeated,  and  not  prevented 
from  doing  so,  will  follow  the  same  path.  When 
this  has  been  done  so  many  times  as  to  be  re- 
peated unconsciously,  habit  has  been  formed."* 
The  plasticity  of  the  living  matter  of  our  nervous 
system,  in  short,  is  the  reason  why  we  do  a 
thing  with  difficulty  the  first  time,  but  soon  do 
it  more  and  more  easily,  and  finally,  with  sufficient 
practice  do  it  semi-mechanically,  or  with  hardly 
any  consciousness  at  all — for  example,  the  wind- 
ing of  one's  watch,  dressing  and  undressing,  etc. 
It  is  unfortunate  that  the  word  habit  has  been 
popularly  associated  with  evil  rather  than  with 
good.  As  James  says:  "We  talk  of  the  smoking- 
habit,  and  the  swearing-habit,  and  the  drinking- 

8  See,  "Teaching  of  Bible  Classes,"  p.  147. 


INTELLECTUAL  4l 

habit,  but  not  of  the  abstention-habit,  or  the 
moderation-habit,  or  the  courage-habit.  But  the 
fact  is  that  our  virtues  are  habits  as  much  as 
our  vices.  "^ 

Habit  is  character.  Ex-President  EHot  re- 
cently said:  "I  have  seen  for  thirty  years  a  steady 
stream  of  youth  coming  to  the  University,  eight- 
een or  nineteen  years  of  age.  In  almost  every 
instance  the  character  of  the  youth  is  determined 
before  he  goes  to  college.  He  has  determined  the 
way  he  faces  before  he  is  eighteen  years  old." 
"A  character,"  says  J.  S.  Mill,  "is  a  completely 
fashioned  will."  The  Bible  recognizes  the  im- 
portance of  the  habit  of  right  thinking.  "Thou 
wilt  keep  him  in  perfect  peace  whose  mind  is 
stayed  on  Thee."  "Think  on  these  things." 
"As  a  man  thinketh  in  his  heart,  so  is  he." 
Thought  determines  character. 

"Sow  a  thought  and  reap  a  deed. 
Sow  a  deed  and  reap  a  habit, 
Sow  a  habit  and  reap  a  character. 
Sow  a  character  and  reap  a  destiny." 

Gladstone  said:  "What  is  really  wanted  is  to 
light  up  the  spirit  that  is  within  a  boy.  In 
some  sense  and  in  some  effectual  degree  there 
is  in  every  boy  the  material  of  good  work  in  the 
world;  in  every  boy,  not  only  in  those  who  are 

»  James,  "Talks  to  Teachers,"  p.  64. 


42  BOYOLOGY 

brilliant,  not  only  in  those  who  are  quick,  but 
in  those  who  are  stolid,  and  even  in  those  who 
are  duU." 

As  the  boy  reaches  the  seventeenth  and  eight- 
eenth years,  his  receptive  powers  quicken,  and 
there  comes  that  period  when  the  ego  is  at  its 
height,  the  time  of  self-assertion,  self-sufficiency, 
self-feeling,  and  braggadocio.  Up  until  this 
period  he  accepted  things  because  he  was  told» 
but  now  he  begins  to  think  for  himself.  It  is 
the  period  when  doubts  and  questionings  arise. 
But  remember  that  doubt  is  not  the  same  as 
unbelief;  doubt  is  canH  believe,  unbehef  is  wonH 
believe.  Doubt  often  impUes  intellectual  strength. 
He  wants  to  go  it  alone.  Here  is  where  parental 
authority  and  self-control,  or  rather  freedom 
from  the  control  of  parents,  clash.  If  we  under- 
stand the  individual  dispositions  of  boys,  we  may 
have  a  more  correct  idea  of  their  motives.  Dis- 
position involves  temperament,  and  both  are 
factors  in  the  will.  While  many  of  the  motives 
of  early  boyhood  are  still  present,  yet  those 
which  dominate  now  are  those  of  vigorous  im- 
pulse and  self-sufficiency,  love  of  activity,  love 
of  power,  love  of  fame,  seK-importance,  and  the 
like.  A  wise  parent  or  leader  will  seek  the  good 
in  each  emotion  and  utilize  it  as  a  motive  force. 
Discipline  is  necessary  in  the  formation  of  char- 
acter, but  it  is  only  an  aid,  and  requires  other 


INTELLECTUAL  4S 

forces  to  assist  it.  When  penalties  are  inflicted, 
their  guiding  principle  should  be  their  influence 
on  character. 

Physical  compulsion  is  not  moral  discipline. 
Love  and  confidence  are  the  great  restraining 
factors.  "Love  means  patience  when  the  boy 
slips  backward,  appreciation  when  he  steps  for- 
ward .  .  .  and  forgiveness  for  his  stubbornness, 
indifference,  and  ingratitude.  Love  substitutes 
commendation  for  condemnation,  prevention  for 
pimishment,  and  cooperation  for  coercion. "^°  It 
means  the  thirteenth  chapter  of  First  Corinthians 
in  action. 

Consciously  or  unconsciously  we  have  been 
placing  too  much  stress  upon  material  things 
rather  than  upon  ideals,  until  the  boy  has  a 
confusion  of  ideas  regarding  life,  instead  of  in- 
spiring ideals.  There  is  such  a  thing  as  a  boy 
growing  into  his  ideal.  Music,  books,  pictures, 
help  to  create  his  ideals.  Observation,  imagina- 
tion, discrimination,  and  judgment  are  all  in- 
volved in  the  cultivation  of  ideals.  The  re- 
ceptive are  far  ahead  of  the  creative  and  expressive 
powers  in  boys  of  the  teen  age.  As  time  goes 
on,  the  desire  for  expression  will  grow  and  should 
be  encouraged,  but  with  wisdom  and  tact.  It 
is  at  this  point  that  memory  comes  to  his  aid. 
Memory  is  not  a  special  faculty,  but  a  general 

10  Raffety,  "Brothering  the  Boy,"  p.  6. 


44  BOYOLOGY 

condition  of  the  mind.  Without  memory  and 
attention  mental  oj>erations  would  be  impossible. 
"When  the  mind  acts  in  such  a  way  that  it 
records,  retains,  and  restores  the  ideas  gained 
by  its  own  activity,  it  is  said  to  perform  an  act 
of  memory."  Memorizing  passages  in  literature, 
formulae  in  mathematics,  definitions  of  important 
terms  in  science  is  not  only  the  acquisition  of 
knowledge,  but  as  Ruskin  says,  is  adding  to  the 
storehouse  which  the  boy  is  filling  for  future  use. 
What  a  wonderful  language  is  music!  It  has 
been  called  the  "universal  language  of  mankind." 
"There  is  no  feeling,  perhaps,  except  the  ex- 
tremes of  fear  and  grief,  that  does  not  find  relief 
in  music — that  does  not  make  a  man  work  or 
play  better."  To  hundreds  of  boys,  however, 
music  is  an  unknown  language.  The  boy*s 
sensitive  ears,  capable  of  recognizing  from  forty 
to  thirty-eight  thousand  sounu  vibrations  per 
second,  will  just  as  easily  make  a  brain  record 
of  the  best  as  it  will  of  the  trash,  and  should 
be  trained  early  in  life  to  distinguish  the  differ- 
ence between  the  kind  of  music  which  exists 
but  for  a  day  and  that  which  abides  in  the  soul 
forever.  The  short  life  of  a  popular  song  or 
tune  is  in  itself  an  evidence  of  its  worth  lessness. 
Compare  with  this  the  virility  of  the  great 
oratorios,  symphonies,  and  hymns  of  the  church. 
Take  for  instance   "The  Messiah,"  written  by 


INTELLECTUAL  45 

Handel  in  1742,  increasing  in  beauty  each  time 
it  is  sung,  and  enjoyed  by  thousands  at  the 
Christmas  festival  season,  or  those  old  melodious 
airs  like  "Home,  Sweet  Home,"  "Swanee  River," 
and  scores  of  others  that  are  not  only  melodious 
but  full  of  meaning,  the  words  finding  a  response 
in  heart  and  soul,  as  the  strains  of  melody  and 
the  words  come  through  the  wide  open  doorway 
of  the  ear. 

Joseph  Cook  says:  "Attention  is  the  mother 
of  memory,  and  interest  the  mother  of  attention. 
To  secure  memory,  secure  both  her  mother  and 
her  grandmother."  How  many  audiences  to-day 
can  sing  through  two  verses  of  "My  Country! 
'Tis  of  Thee"  without  getting  the  lines  mixed, 
or  sing  more  than  one  verse  of  the  "Star  Spangled 
Banner,"  without  hesitation  or  uncertainty.'^  It 
is  because  we  do  not  think  out  the  thing  to  be 
remembered.  Better  thinking  means  always  a 
better  memory.  Getting  a  thing  by  heart  as 
well  as  by  head  will  make  a  boy  remember  for- 
ever, for  he  always  remembers  the  thing  his 
heart  is  in.  Hubbell  says:  "Too  little  emphasis 
is  placed  on  memory  as  a  treasure  house.  The 
wear  and  tear  of  daily  life  tends  to  rob  one  of 
so  much  of  the  joy  and  beauty  and  freshness  of 
youth,  that  if  in  age  he  may  lay  under  tribute 
the  treasures  stored  in  a  well-spent  youth,  he  is 
not  only  rich  for  all  his  life,   but  finds  these 


46  BOYOLOGY 

treasures  developing  new  degrees  of  excellence 
and  reinforcing  his  mind  in  the  hour  of  sorest 
need.  There  comes  a  great  temptation — ^and  an 
inspiring  quotation,  whether  poetry  or  Scripture, 
comes  to  make  him  strong.  There  comes  a  time 
of  discouragement — and  the  ray  of  hope  bursts 
through  the  clouded  sky  of  his  Ufe.  There  comes 
an  hour  of  doubt — and  the  high  faith  which  has 
been  stored  in  the  mind  and  heart  is  brought 
back  again,  so  that  he  mounts  up  as  an  eagle, 
can  run  and  not  be  weary,  can  walk  and  not 
Mint."" 

Language  is  the  vehicle  of  thought,  and  the 
necessary  channel  for  both  impression  and  ex- 
pression, and  yet,  owing  to  the  love  for  the 
sensational  and  the  desire  to  be  original,  "Slan- 
guage" and  not  "language"  is  the  modern  boy's 
vehicle  of  expression.  Conradi  some  years  ago 
made  a  very  interesting  study  of  the  origin 
and  use  of  "slang,"  and  the  results  are  printed 
in  Hall's  "Adolescence,"  Vol.  II.  It  appears 
that  between  14  and  16  years  of  age  is  when 
its  use  is  greatest.  The  reasons  given  were 
that  slang  was  more  emphatic,  more  exact, 
more  concise,  convenient,  relieved  formality,  was 
natural,  manly,  etc.  Only  a  few  thought  it 
was  \iilgar.  A  somewhat  striking  fact  is  the 
manifold   variation  of  a  pet  typical  form,   for 

u  HubbeU,-"Up  Through  ChUdhood,"  p.  188. 


INTELLECTUAL  47 

instance,  "Wouldn't  that you?"  the  blank  be- 
ing filled  in  by  jar,  choke,  rattle,  scorch,  get,  start, 
etc.,  or  instead  of  you,  adjectives  are  devised. 
Conventional  modes  of  speech  do  not  satisfy 
the  youth,  so  that  he  is  often  either  reticent 
or  slangy.  Conradi  goes  on  to  say  that  weak 
or  vicious  slang  is  too  feeble  to  survive  and  what 
is  vital  enough  to  live  fills  a  need.  The  final 
authority  is  the  people,  and  it  is  better  to  teach 
youth  to  discriminate  between  good  and  bad 
slang  than  to  forbid  it  entirely.  Emerson  calls 
it  "language  in  the  making,  its  crude,  vital, 
raw  material.  It  is  often  an  effective  school 
of  moral  description,  a  palliative  for  profanity 
and  expresses  the  natural  craving  for  super- 
latives." The  antidote  to  the  excessive  use  of 
slang  is  to  furnish  opportunity  and  incentive 
for  the  reading  of  good  English  through  "a  gener- 
ous diet  of  books  abounding  in  ideals,  informa- 
tion, adventure,  incident,  told  in  strong,  accurate, 
and  appropriate  language."^^ 

In  answer  to  the  question,  "What  is  your 
favorite  slang  expression"?  349  boys  representing 
the  Young  Men's  Christian  Association  and  the 
churches  of  80  different  cities  and  towns  in 
Massachusetts  and  Rhode  Island  gave  the  fol- 
lowing replies.    The  slang  expressions  are  grouped 


"  Burr,  "Adolescent  Boyhood,"  p.  17. 


48 


BOYOLOGY 


under  the  ages  of  the  boys  and  arranged  in  order 
of  greatest  prevalent  usage. 


"Gosh!" 
"Good  Nightr 
"Oh  Gee!" 
"Gee  Whizr 
"Doggon  it!" 
"Hey  yep!" 
"Cheese  it!" 
"Darn  it!" 
"By  goUy!" 
"By  jingles!" 


Under  15  Yeabs 

"You  saphead!" 
your 


pageful,    turn 
the  worst  is  yet  to 


You   said 

over." 
Cheer  up, 

come!" 
For  the  love  of  Mike!" 
Ain't  no  sich  thing,  by  heck. 

Bub!" 
Mein  Gott  in  Himmel!" 


AoE  15  Yeabs 


"Oh  gee!" 
"Good  Night!" 
"Gee  Whiz!" 
"Gosh!" 

"For  the  love  of  Mike!" 
-^'Golding  it!" 
"Ding  Bust  it." 
"Hang  the  luck!" 
"Ge-e-e-e!" 
"HuUy  Gee!" 
"Great  Guns!" 
"Gee  Christmas!" 
"Gosh  Hang  it!" 
"Doggone  it  all!" 
"Doggone  it!" 
"Ding  all  the  luck!" 
"Cheese  it!" 
"You  go  Fish!" 
"Tough  Cheese!" 
"You  poor  ^sh!" 
"All  right!" 
"Watch  Out!" 
"Come  Across!" 
"Ain't  Cha!" 
"Lie  dead!" 
"Cut  it  out!" 
"Ar  the  dickens!" 


"Oh  lu  lu!" 
"Oh  joy!" 
"You  bet!" 
"You  win!'* 
"That's  different!" 
"You're  full  of  coke!" 
"You're  foolish  anyway!" 
"You've  got  a  fat  chance!'* 
"Yeal!" 
"Coises!" 
"Shoot!" 
"Yah!" 
"Jinks!" 
"Glory  be!" 
"Fine  dope!" 
"Fat  chance!'* 
"Carnsarn  it!" 
"Jimminy  Crickets!" 
"Son  of-a-gun!" 
"Hang  the  luck!'* 
"What  the  heck!" 
"I  should  worry!" 
"Rats,  go  to  grass!" 
"Hear  yer,  oh  yes!" 
"Run  up  a  tree  and  branch  off!" 
"Hurry     up,     you're     wasting 
time!" 


INTELLECTUAL 


49 


"Oh  shovel!" 
"Oh  Ham!" 
"Oh  Bull!" 
;'Can  it!" 
"Darn  it!" 
"Oh  you  goup!" 


"What  are  you  selling  now,   I 

pass!" 
"Do   you   like   fruit?    have    an 

onion!" 
"Say  for  the  love  of  Pete,  have 

a  heart!" 


Age  16  Years 


"Good  night!" 

"Darn  it!" 

"Gosh!" 

"Gee  Whiz!" 

"Cut  it  out!" 

"For  the  love  of  Mike!" 

"Bull!" 

"Au  fish!" 

"Gee!  you've  got  me!" 

"Gosh!" 

"Gosh  ding  it!" 

"Gosh  hang  it!" 

"Gol  ding  it!" 

"Oh  Baby!" 

"Oh  Shucks!" 

"Oh  heavens!" 

"Oh  thunder!" 

"Oh  can  it!" 

"Oh  the  devil!" 

"Oh  what  a  Ham!" 

"Oh  cuss  it  all!" 

"Oh  man,  oh  boy!" 

"Blamed!" 

"Bugger!" 

"Whoops!" 

"Ischkabibble !" 

"Confound  it!" 

"Go  to  it!" 

"Ruin  did  it!" 

"The  deuce!" 

"The  devil!" 

"What  the  dickens!" 

"Masser,  Masser!" 


"S'matter  Pop! 
"Lay  dead!" 
"Hey  John!" 
"Au  crap!" 
"She  did!" 
"Hey  guy!" 
"Great  Scott!" 
*' Believe  me!" 
"Tough  cheese!" 
"Nothing  stirring!" 
"Holy  mackerel!" 
"Fiddle  sticks!" 
"Whee  doddy!" 
"Whe-e-e-ee,  Po-o-oo!" 
"50-50!" 

"Go  and  Hang!" 
"For  crab's  sake!'* 
"Hang  it  all!" 
"Have  a  lemon!" 
"Pass  the  pickles!" 
"Cut  the  raw  stuff!" 
"Quit  your  kidding!" 
"Forget  the  hot  air!" 
"Good  night  shirt!" 
"Well,  I'll  be  darned!" 
"Go  to  the  bugger!" 
"Get,  some  pep  in  it!" 
"You're  full  of  coke!" 
"For  the  love  of  Mike!" 
"That's  your  tough  luck!' 
"Ain't  it  a  great  'un!" 
"Godfrey  MacmuUen!" 


50 


BOYOLOGY 


Age 

"Gee  whiz!" 

"Gosh!" 

"Good  night!" 

"Gee!" 

"For  the  love  of  Mike!" 

"The  deuce!" 

"Gee,  that's  tuff!" 

"Golly!" 

"Golly  Moses!" 

"Bugger!" 

"Heavens!" 

"Bull!" 

"Darn  it!" 

"Damm  it!" 

"Confound  it!" 

"Daugonit!" 

"Oh,  hang  it!" 

"The  deuce  with  it!" 

"By  jove!" 

"By  George!" 

"Oh,  blue  jay!" 

"Oh,  hake!" 

"Oh,  Murder!" 

"Oh.  Thunder!" 


17  Years 

"Oh,  Christmas!** 
"Tough  luck!" 
"Nothing  doin*!" 
"Nobody  Home!" 
"Doan,  no!" 
"Awfully  nice!" 
"Hi!  Jack!" 
"Cut  it  out!" 
"Rackems  up!" 
"What  the  deuce!" 
"ril  be  darned!" 
"Son  of  a  gun!" 
"Thunder  and  Ice!" 
"Good  night,  nurse!" 
"For  Gory  sake!" 
"Oh,  hire  a  hall!" 
"Have  a  heart,  kid!" 
"What  do  you  mean,  kid!" 
"Au,  cut  your  kiddin' !" 
"That's  nice,  don't  fight!" 
"Slide  your  cow  along!" 
"You're  so  bright  your  mother 
calls  you  son!" 


Age  18  Years 

"Oh  War!" 

"Damm  it!" 

"Ain't!" 

"Whoa  Bess!" 
Have-a-heart!" 
Fiddlesticks!" 
You're  full  of  coke!" 
It's  more  gosh  darn  fun!" 


•Good  night!" 

•Darn  it!" 

•Cut  it  out!" 

•Gosh!" 

•For  the  love  of  Mike! 

•Gee!" 

•Gee  Whiz!" 

•Gol  ding  it!" 

'Oh  Craps!" 

Age  19  Years 

•Gee!"  •'The  Hell  with  it!" 

•Darn  it!"  ''Crackie!" 

'For  the  love  of  Mike!"  "Believe  me  Xantippe!* 

'Gosh!"  ••Jimminy  Whiskers!" 

•Believe  Me!"  **Good  night!" 


INTELLECTUAL  H 

**Have  a  heart!"  "Get  your  goat!" 

"Gosh  darn  it!"  "I  should  worry!" 

"Gol  darn  it!"  "What  gets  my  goat!" 

"Damm  it!"  "O,  come  on,  cut  it  out!" 
"Hang  it!" 

Age  20  Yeabs  and  Oveb 

"Gosh!"  "Oh  Hell!" 

"Gee  Whiz!"  "What's  the  idea!" 

"By  Chowder!"  "You  poor  Simp!" 

"Gosh  hang  it!"  "Stop,  you're  kidding  me  now!'* 

"Gee!" 

"Darn  it!" 

It  will  be  noticed  that  as  the  boys  approach 
the  later  teens,  the  expressions  grow  bolder  and 
border  pretty  close,  in  fact  altogether  in  some 
phrases,  to  accepted  "swear  words." 

In  the  early  ages  of  twelve  and  thirteen,  in- 
terest centers  in  story  telling.  "A  camp  fire, 
or  an  open  hearth  with  tales  of  animals,  ghosts, 
heroism,  and  adventure  can  teach  virtue,  and 
vocabulary,  style,  and  substance  in  their  native 
unity.  "^^  As  the  boy  grows  older  he  becomes 
interested  in  books  of  information  and  it  is 
encouraging  to  note  how  "Everybody's  Library," 
"The  Book  of  Knowledge,"  "Popular  Mechanics" 
is  rapidly  displacing  the  "thriller."  Guard  against 
too  much  reading,  excessive  use  of  slang,  and 
too  great  expenditure  of  nerve  force  in  the  "ab- 
sorbing" book,  and  skilfully  direct  his  language 
and  his  reading  so  that  he  will  enrich  his  mind 


M  HaU,  "Youth,"  p.  258. 


52  BOYOLOGY 

and  store  away  rich  and  varied  knowledge  for 
the  future  years. 

In  order  to  get  first-hand  information  regard- 
ing the  kind  of  books  and  magazines  boys  ac- 
tually read  and  enjoyed  most,  326  boys  were 
asked  the  following  questions:  "Of  all  the  books 
you  have  ever  read  which  two  or  three  do  you 
like  best?"  and  "What  magazines  do  you  enjoy 
best?*'  The  repUes  are  surprising  as  well  as 
interesting.  They  are  classified  according  to  the 
age  of  the  boy  and  in  the  order  of  the  greatest 
preference.  The  largest  proportion  of  the  boys 
were  between  15  and  17  years  of  age. 

Favorite  Books  and  Magazines 

Age  13 

books  magazines 

Dan  Monro  Youth's  Companion 

The  Boys  of  '76  Boys'  Life 

Two  Little  Savages  Electrical  News 

The  Cruise  of  the  Cachalot 
Up  from  Slavery- 
Riders  of  the  Purple  Sage 
The  Best  Man 

Age  14 

BOOKS  Double  Traitor 

Pilgrim's  Progress  The  Sea  Wolf 

The  Phantom  Ship  The  Book  of  Knowledge 

Sherlock  Holmes  The  Merchant  of  Venice 

Kidnapped  The  Prince  of  the  House  of 

Campmates  David 

College  Days  A  Whaleman's  Adventure 


INTELLECTUAL 


5$ 


Treasure  Island 
The  Lost  Gold  Mine 
Ivanhoe 

Boy  Scouts  Books 
Top  Notch  Library- 
Lone  Star  Rangers 
The  Rainbow  Trail 
The     Little     Shepherd 
Kingdom  Come 


of 


MAGAZINES 

Popular  Mechanics 

American  Boy 

Youth's  Companion 

Boys'  Life 

Scientific  American 

Life 

Literary  Digest 


Agb  15 


BOOKS 

Ivanhoe 

Treasure  Island 

Les  Miserables 

Tom  Sawyer 

The  Last  of  the  Mohicans 

A  Tale  of  Two  Cities 

A  Man  Without  a  Country 

The  Trail  of  the  Lonesome 

Pine 
The  Horseman  of  the  Plains 
The  Spoilers 
The  Doctor 
Ben  Hur 
The  Rosary 

Knights  of  King  Arthur 
Stover  at  Yale 
Tennessee  Shad 
Around    the    World   in    80 

Days 
The  Shepherd  of  the  HUls 
Red  Pepper  Burns 
David  Harum 


Kadet  Kit  Karey 
Sir  Nigel 
The  Spy 

The  Boss  of  Wind  River 
Lincoln 

Corporal  Cameron 
Dave  Darrin  Series  at  An- 
napolis 
The  Scarlet  Letter 
Captain  Eric 
Winning  His  Way 
Silas  Marner 
Black  Beauty 
Tom  Brown's  Schooldays 
Pollyanna 
Dave  Porter  Books 
Mr.  Pratt 
Kasan 

Julian  Mortimer 
The  Heritage  of  the  Desert 
The  Amateur  Gentlemen 
Kim 
The  Call  of  the  Wild 


54 


BOYOLOGY 


Freckles 

The  Little  Shepherd  of 
Kingdom  Come 

The  Story  of  a  Bad  Boy 

Sherlock  Holmes 

Only  an  Irish  Boy 

Nicholas  Nickleby 

A  West  Point  Yearling 

Campus  Days 

The  Sky  Pilot 

Ward  Hill  Series 

Lorna  Doone 

Don  Quixote 

The  Head  Coach 

Uncle  Sam's  Boys  as  Re- 
cruits 

Story  of  Panama  Canal 

Western  Stories 

Marvels  of  Modern  Me- 
chanics 

Robinson  Crusoe 

Gold 

Camping  for  Boys 

Rolf  in  the  Woods 

The  Blazed  Trail 

The  Turmoil 

The  Count  of  Monte  Cristo 

The  Three  Musketeers 

Rise  of  Roscoe  Paine 

By  Right  of  Conquest 

History  of  U.  S. 

As  You  Like  It 

Rover  Boy  Series 

Hector's  Inheritance 

Riders  of  the  Purple  Sage 


The  Stroke  Oar 
Captains  Courageous 
Scottish  Chiefs 
Planting  the  Wilderness 
Alger  Series 
The  Sea  Wolf 
Life  of  Washington 
Up  from  Slavery 
The  Talisman 
Jane  Gray 
Ready  Money 
Truth 

MAGAZINES 

Popular  Mechanics 

American  Boy 

Life 

Youth's  Companion 

Boys*  Life 

Cosmopolitan 

Literary  Digest 

World's  Work 

Saturday  Evening  Post 

St.  Nicholas 

Boys'  World 

Outlook 

American 

Judge 

Motion  Pictures 

Baseball 

Review  of  Reviews 

Popular  Electricity 

Everybody's 

Illustrated  World 


/ 


INTELLECTUAL 


55 


Age  16 


BOOKS 

Treasure  Island 
Ivanhoe 
Freckles 

The  Last  of  the  Mohicans 
Silas  Marner 
The  Prospector 
The  Perfect  Tribute 
The  Twisted  Skein 
Prince  of  Graustark 
White  Fang 
Tim  and  Roy  in  Camp 
Little  Sir  Galahad 
Laddie 

The  Lay  of  the  Last  Min- 
strel 
Bob,  Son  of  Battle 
Blindness  of  Virtue 
David  Harum 
O.  Henry's  Works 
As  You  Like  It 
Julius  Caesar 
The  Sky  Pilot 
Donald  MacCrae 
Tommy's  Remington  Bat- 
tle 
Pilgrim's  Progress 
Camp  in  the  Foot  Hills 
Prescott  at  West  Point 
Campus  Days 
Dickens'  Works 
Rover  Boy  Series 
Dave  Porter  Series 
-    Sea  Wolf 


V 


A  Tale  of  Two  Cities 

Harry  Watson's  High 
School  Days 

Beltare  the  Smith 

The  Varmint 

Boy  Scout  Series 

The  Mansion 

Ramona 

Leadership 

Life  of  George  Washington 

Dorymate 

History  of  U.  S. 

The  Vicar  of  Wakefield 

Hans  Brinker 

Captains  Courageous 

The  Patrol  of  the  Sun 
Dance  Trail 

Macbeth 

Crofton  Chums 

Robinson  Crusoe 

The  Maid  of  the  Whisper- 
ing Hills 

College  Life  (Dean  Briggs) 

Tom  Swift  Series 

The  Shepherd  of  the  Hills 

The  Inside  of  the  Cup 

The  Master  of  the  Inn 

Near  to  Nature's  Heart 

The  Blazed  Trail 

The  Spy 

PoUyanna 

Overland  Red 

Lorna  Doone 

Michael  O'Halloran 


56 


BOYOLOGY 


A  Final  Reckoning 
Ben  Hur 

Paul  Leonard's  Sacrifice 
The  Call  of  the  Wild 
Travels  with  a  Donkey 
Ninety-Three 
The  Lost  Prince 
Compelled  Men 
The  Other  Wise  Man 
Glengarry  School  Days 
Life  of  Benjamin  Franklin 
The  Merchant  of  Venice 
A  Man  Without  a  Country 
The  Lure  of  the  Labrador 

Wild 
The    Winning    of    Barbara 

Worth 
Les  Miserables 
The  Valley  of  Fear 
Riders  of  the  Purple  Sage 
On  Your  Mark 
The  Head  Coach 
The     Little     Shepherd     of 

Kingdom  Come 
Puddin'head  Wilson 
White  Fang 

The  Girl  of  the  Limberlost 
Ungava  Bob 
The  Talisman 
Frank  Hunter's  Peril 
Penrod 

Winning  His  Way 
Wolf  Hunter 
The  Three  Musketeers 
Tom  Sawyer 


The  Harvester 
The  Golden  Hope 
Sheridan's  Memoirs 
Lookout  Island  Campers 
Sherlock  Holmes 
Kim 

On  the  Wings  of  the  Morn- 
ing 
Fighting  in  Flanders 


MAGAZINES 

Popttlar  Mechanics 

American  Boy 

Boy  Life 

Literary  Digest 

Youth's  Companion 

Scientific  American 

Saturday  Evening  Post 

Popular  Science  Monthly 

Outlook 

Top  Notch 

Popular 

Baseball 

Everybody's 

Atlantic  Monthly 

World's  Work 

Review  of  Reviews 

Collier's 

Geographic 

St.  Nicholas 

House  and  Garden 

Photoplay 

Pictorial  Review 

Outing 


INTELLECTUAL 


57 


Natural  Sportsman 

Automobile  Trade  Journal 

Leslie's 

Life 

All  Story 


Age 


BOOKS 

Ivanhoe 

Silas  Marner 

The  Call  of  the  Wild 

Treasure  Island 

The  Last  of  the  Mohicans 

A  Man  Without  a  Country 

The  Trail  of^the  Lonesome 

Pine 
The  Golden  Silence 
The  Girl  of  the  Limberlost 
Winning  His  Way 
The  Last  Days  of  Pompeii 
The  Merchant  of  Venice 
Lorna  Doone 
Boy  Pilot  of  the  Lake 
Tom  the  Telephone  Boy 
The  Blazed  Trail 
The  Heritage  of  the  Desert 
A  Tale  of  Two  Cities 
Henry  Esmond 
David  Harum 
Julius  Caesar 
Oliver  Twist 
Freckles 
The  Christian 
The  Harvester 
Lone  Star  Rangers 


Cosmopolitan 
Physical  Culture 
Farm  Journal 
Technical  World 
Home  Journal 

17 

Scottish  Chiefs 

Motor  Boat  Series 

Sherlock  Holmes 

Robinson  Crusoe 

Stover  of  Yale 

The  Speedwell  Boys 

Black  Rock 

White  Fang 

Boys  of  Lakeport  Series 

The  Deerslayer 

Captain  Carey 

Desert  Gold 

Hiawatha 

The  Lady  of  the  Lake 

Tom  Afloat 

The  Turmoil 

Tom  Sawyer 

20,000  Leagues  Under  the 

Sea 
The  Riders  of  the   Purple 

Sage 
Rover  Boys'  Series 
Boy  Aviator  Series 
Bruce  Douglas 
David  at  Oak  Hill 
Following  the  Ball 
Gulliver's  Travels 
The  Vagabond 


58 


BOYOLOGY 


The  Chambered  Nautilus 

The  Two  Gun  Men 

Kidnapped 

Kasan 

The  Shepherd  of  the  Hills 

The  Virginians 

Captain  Eric 

In  the  Valley  of  the  Moon 

The  Talisman 


MAGAZINES 


Popular  Mechanics 
American  Boy 
Youth's  Companion 
Boys*  Life 
Scientific  American 


National  Sportsman 

Cosmopolitan 

Munsey*s 

St.  Nicholas 

Outlook 

Moving  Picture 

Hearsfs 

Photoplay 

All  Story 

Everybody's 

Saturday  Evening  Post 

Top  Notch 

Architectural  Record 

Short  Stories 

Literary  Digest 

Inland  Printer 

Popular  Science  Monthly 


AoE  18 


BOOKS 

Treasure  Island 

The  Call  of  the  Wild 

Silas  Marner 

Freckles 

The     Little    Shepherd     of 

Kingdom  Come 
Spoilers 

Happy  Hawkins 
The  Steering  Wheel 
Winning  His  W^ay 
Sink  or  Swim 
How  the  Other  Half  Lives 
Tramping  with  the  Tramps 
The  Shepherd  of  the  HiUs 
King  Spruce 


John  Halifax,  Gentleman 

Penrod 

Laddie 

Tom  the  Bootblack 

The  Landloper 

The  Harvester 

Big  Tremaine 

The  Inside  of  the  Cup 

Pollyanna 

The  Birds'  Christmas  Carol 

At  the  Home  Plate 

Ivanhoe 

The  Trail  of  the  Lonesome 

Pine 
The  Merchant  of  Venice 
Williams  of  West  Point 


INTELLECTUAL 


59 


The  Cricket  on  the  Hearth 

Dickens'  Works 

Les  Miserables 

The  Count  of  Monte  Cristo 

Oliver  Twist 

Lorna  Doone 

The  Crisis 

The  Light  that  Failed 

The  Three  Musketeers 

Quo  Vadis 

The  Manhood  of  the  Master 

Overland  Red 

David  Copperfield 

The  Virginian 

Satan  Sanderson 

Jack  Hall 

A  Man  Without  a  Country 


MAGAZINES 

Popular  Mechanics 

American  Boy 

Literary  Digest 

Photoplay 

Independent 

Collier^s 

Youth's  Companion 

Motion  Pictures 

Outing 

Top  Notch 

Sportsman 

McClure's 

Cosmopolitan 

Physical  Culture 

Life 

Baseball 


Age  19 


BOOKS 

Treasure  Island 

The  Call  of  the  Wild 

Lorna  Doone 

The  Virginian 

Two  Years  Before  the  Mast 

The  Mansion 

The  Other  Wise  Man 

The  Efficient  Life 

Acres  of  Diamonds 

Gene-Stratton      P,o  r  t  e  r'  s 

books 
Freckles 

Life  of  Abraham  Lincoln 
Ivanhoe 
Hamlet 


The  Deserted  Village 
The  Bishop's  Shadow 
The  Man  in  the  Iron  Mask 
Plain  Tales  from  the  Hills 
Up  from  Slavery 
The  Three  Musketeers 
The  Shepherd  of  the  Hills 
Macbeth 
Ben  Hur 

MAGAZINES 

Popular  Mechanics 
Literary  Digest 
American 
Scientific  American 


60 


BOYOLOGY 


St.  Nicholas 
Association  Men 
Century 
Everybody's 

AoB  20 

BOOKS 

Dynamic  Sociology 

The  Last  of  the  Mohicans 

The  Half  Back 

The  Making  of  an  Ameri- 
can 

Ivanhoe 

The  Trail  of  the  Lonesome 
Pine 

The  Manhood  of  the  Master 

The  King  Behind  a  King 

The  Shepherd  of  the  Hills 

A  good  history  of  the 
World 

Adam  Bede 

The  Efficient  Life 

Penrod 

Two  Little  Savages 

In  His  Steps 

How  the  Inner  Light  Failed 

The  Man  Christ  Jesus 

Some  Epochs  of  Life 

Life  of  Christ 


Boys'  Life 
Youth's  Companion 
American  Boy 
World's  Work 

AND  Over 

The  Meaning  of  Prayer 
The  Man  from  Glengarry 
The  Choir  Invisible 


MAGAZINES 

World's  Work 

American 

Life 

Pictorial  Review 

Personality 

Everybody's 

Popular  Mechanics 

Independent 

McClure's 

Top  Notch 

Successful  Farming 

Association  Men 

Collier's 

American  Youth 

Outing 

Century 

National  Sportsman 


The  camera,  magnifying  glass,  plays,  manual 
training,  travel,  all  have  their  value  in  the 
development  of  the  mind,  so  that  the  boy  may- 
know  himself.  The  power  the  mind  has  for 
knowing  itself,   its  own  acts,   states,   and  pur- 


INTELLECTUAL  61 

poses,  is  called  "consciousness."  Consciousness 
is  the  ultimate  fact  of  mental  life.  It  is  a  charac- 
teristic of  the  mind.  "Consciousness  also  in- 
cludes the  power  of  the  soul  to  know  itself  as 
the  knower.  This  is  the  great  central  fact  of 
the  mind.  Indeed  it  is  so  fundamental  that  it 
is  often  regarded  as  being  synonymous  with 
the  mind  itself.  It  is  this  that  gives  me  my 
sense  of  personal  identity,  that  gives  me  the 
knowledge  that  I  am  I,  without  which  there 
would  be  no  basis  for  other  mental  operations. 
Consciousness  is  the  general  name  for  all  mental 
operations.  The  soul  gains  knowledge  through 
the  five  senses:  sight,  hearing,  smell,  taste,  touch. 
One  sense  helps  another.  At  a  railroad  crossing 
we  read,  *Stop,  look,  listen.'  The  senses  have 
been  called  *Scouts  of  the  soul.'  ""  They  are 
the  windows  through  which  the  mind  looks  out 
on  the  material  world.  Sensations  crowd  in  upon 
the  boy's  experience  and  the  range  of  his  utter- 
ance is  constantly  enlarging.  In  genuine  man- 
hood, manhood  of  the  largest  measure,  there  is 
a  longing  of  the  soul  for  knowledge,  an  intel- 
lectual trend,  positive  and  intense,  that  is  cease- 
less in  its  pursuit  of  truth.  It  is  our  privilege 
to  open  up  to  youth  the  world  of  truth  and 
reality  in  which  he  dwells,  so  that  he  will  see 
beauty   where   there   is   beauty,   his  heart   will 

1*  See,  "The  Teaching  of  Bible  Classes,"  p.  93. 


62  BOYOLOGY 

respond  to  all  that  is  pure  and  noble,  his  sym- 
pathies be  aroused  by  every  wail  of  distress,  he 
will  delight  in  all  that  is  good  and  spurn  all 
that  is  evil,  he  will  be  keenly  alive  to  the  moral 
qualities  of  every  act,  he  will  realize  that  every 
violation  of  the  moral  law  gives  pain — ^he  will 
be  the  complete  man,  considerate  of  the  feelings 
of  others  and  responsive  to  all  the  calls  of  hu- 
manity. 

"Know  thyself  as  the  Lord  of  the  chariot. 
The  body  as  only  the  car. 
Know  also  the  reason  as  driver. 
The  horses  our  organs  are. 

"There's  always  a  lower,  a  higher  choice. 
And  it's  thine  to  choose,  to  shun; 
To  list  to  the  tempter  or  hear  the  voice. 

With  cheer  in  its  tones,  *Well  done.' 
Your  loss  or  your  gain,  and  'tis  yours  to  say. 
Which  voice  you  shall  hearken  from  day  to  day. 

**The  safe  course?     Need  I  repeat  the  thought? 

The  higher  your  choice,  'tis  plain. 
The  clearer  the  vision  the  mind  has  caught. 

The  sweeter  the  song's  refrain. 
And  upward  mounting  the  soul's  sure  flight 
Is  bathed  in  the  grander  celestial  light. 

"For  what  is  all  that  time  can  give. 
Unless  in  tune  we  truly  live? 
And  what  at  end  is  human  gold. 
Unless  when  life's  full  story's  told. 
Some  soul's  been  purged  because  of  touch 
Of  our  life's  gift." 


CHAPTER  m 

Emotional  Characteristics 

"For  there  are  moments  in  life,  when  the  heart  is  so  full 
of  emotion. 
That  if  by  chance  it  be  shaken,  or  into  its  depths  like 

a  pebble 
Drops  some  careless  word,  it  overflows,  and  its  secret 
Spilt  on  the  ground  like  water,  can  never  be  gathered 
together." 

Longfellow — The  Courtship  of 

Miles  Standish — Part  VI. 

There  are  some  people  who  think  that  a  boy 
has  but  little  feeling  and  they  trample  upon 
many  of  the  things  which  he  deems  holy  as  if 
they  were  mere  bubbles.  A  careless  word,  an 
unsympathetic  attitude,  an  unfortunate  laugh 
has  caused  a  kind  of  grief  to  the  boy  which  time 
itself  has  failed  to  heal.  Boys  call  it  "hurt 
feelings."  Failure  to  understand  a  boy's  feel- 
ings or  emotions,  often  accounts  for  the  in- 
ability of  older  people  to  "hold"  him  during 
his  "storm  and  stress"  period. 

"Feeling,"  says  H.  Thiselton  Mark,  "is  the 
quality  of  pleasurableness  or  painfulness  which 
attaches  in  some  degree  to  practically  all  our 


64  BOYOLOGY 

experiences."  We  feel  hungry,  feel  tired,  feel 
rested,  feel  well,  feel  angry,  feel  afraid.  "To 
say  that  we  are  born  with  definite  capacities  for 
feeling  is  but  another  way  of  saying  that  we 
are  bom  with  one  of  the  first  essentials  of  con- 
scious personality."* 

"Feelings  which  have  a  basis  in  intelligence 
are  generally  called  emotions,  and  are  sometimes 
sub-divided  and  designated  passions^  emotions^ 
and  sentiments.  With  this  classification,  emo- 
tions occupy  the  middle  ground,  as  medium  in 
intensity,  while  passions  are  violent  emotions, 
emotion  which  has  passed  beyond  restraint,  and 
sentiments  are  emotions  of  a  mild  type.  Pas- 
sions are  the  whirlwind  of  feelings,  sentiments 
are  a  gentle  breeze,  while  emotion  is  a  word 
which  stands  for  the  general  body  of  feelings, 
capable  of  passionate  excess  on  the  one  hand 
or  a  gentle  flow  on  the  other.  "^ 

The  emotional  life  of  boys  between  thirteen 
and  eighteen  years  of  age  undergoes  great  and 
sudden  changes,  a  series  of  paradoxes.  These 
peculiarities  may  be  the  better  understood  if  we 
have  a  definition  of  the  four  great  types  of  tem- 
perament. First  the  weak  motor  temperament, 
formerly  called  the  sanguine.  This  is  the  lively, 
excitable,   enthusiastic,    "red    headed"   or    "tow 


1  Mark,  "The  Unfolding  of  Personality,"  p.  82. 
*  Fiak,  "Man  Building,"  p.  134. 


EMOTIONAL  65 

headed**  boy  with  blue  eyes,  fair  skin,  and 
animated  face,  a  boy  with  respiratory  and  cir- 
culatory system  well  developed,  requiring  very 
little  stimulation  to  exertion,  but,  unfortunately, 
the  eflPects  of  stimulation  soon  die  away.  He 
depends  largely  upon  his  feelings,  a  sort  of 
"Georgie  Giveup."  Second,  the  strong  motor 
temperament,  or  the  choleric,  the  intense,  hot- 
tempered  boy  of  action,  energetic,  full  of  deter- 
mination, self-reliance,  and  confidence,  with  the 
will  generally  uppermost;  a  boy  with  well-de- 
veloped muscular  system,  hair  and  eyes  dark, 
complexion  sometimes  sallow,  face  impassive. 
He  has  slower  reaction  and  is  more  enduring 
than  the  boy  of  sanguine  temperament.  Third, 
the  strong  sensor  temperament,  or  sentimental  or 
perhaps  better  still  "reflective*'  type,  usually  a 
boy  of  thought,  reflection,  and  sentiment,  who 
has  great  love  of  poetry,  music,  and  nature;  not 
very  practical,  the  dreamer,  a  boy  with  slender 
figure  and  delicate,  motions  quick,  head  large, 
eyes  bright  and  expressive.  Fourth,  the  weak 
sensor  temperament,  or  phlegmatic,  a  slow-and- 
steady,  patient,  self-reliant  boy,  somewhat  slug- 
gish, with  mind  heavy  and  torpid,  sometimes 
stupid;  a  boy  with  face  round  and  expression- 
less, lips  thick,  abdomen  large,  body  generally 
disinclined  to  exertion,  ready  for  the  "eats'* 
at  all  times  and  hours.     While  boys  generally 


66  BOYOLOGY 

may  be  classified  into  these  groups,  you  will 
find  that  probably  no  boy  has  a  temperament 
purely  weak  motor  or  strong  motor,  or  weak 
sensor  or  strong  sensor.  This  is  particularly 
true  as  boys  reach  maturity.  During  adolescence, 
however,  temperamental  differences  assert  them- 
selves with  full  vigor,  and  there  is  a  broad  and 
readily  traceable  distinction  between  the  "motor" 
and  "sensory"  or  the  "active"  and  "sensitive" 
boy. 

Having  before  us  these  four  general  types  of 
boys  let  us  trace  some  of  their  emotional  in- 
stincts. Ribot  in  his  "Psychology  of  Emotion" 
gives  the  following  dominant  emotional  instincts: 
Fear,  aversion  toward  the  strange,  anger,  affec- 
tion, positive  and  negative  self-feeling,  the  sex- 
instinct,  inner  freedom,  the  instinct  of  efficiency, 
sympathy,  reverence,  the  sense  of  dependence, 
surprise,  and  wonder.  "Our  emotional  instincts 
are  at  the  very  heart  of  our  personality;  accom- 
panied, as  they  are,  by  instincts  to  behavior  and 
intellectual  impulses,  they  are  the  motive  forces 
within  us  tending  to  make  us  what  we  are."^ 

Fear  is  an  emotional  instinct  which  manifests 
itself  very  early  in  a  boy's  life — ^fear  of  noises, 
strange  people,  the  darkness,  solitude,  etc.  That 
great  interpreter  of  child  life,  James  Whitcomb 


» Mark,  "The  Unfolding  of  Personality,"  p.  104. 


EMOTIONAL  67 

Riley,  senses  this  emotion  in  his  "Little  Orphant 
Annie" : 

**Onc't  they  was  a  little  boy  wouldn't  say  his  prayers — 
An'  when  he  went  to  bed  at  night,  away  up  stairs. 
His  Mammy  heerd  him  holler,  an'  his  Daddy  heerd  him 

bawl. 
An'  when  they  turn't  the  kivvers  down,  he  wasn't  there 

at  all! 
An'  they  seeked  him  in  the  rafter-room,  an*  cubby-hole, 

an'  press. 
An'  seeked  him  up  the  chimbly-flue,  an'  ever'wheres,  I 

guess; 
But  all  they  ever  found  was  thist  his  pants  an'  round- 
about! 
An'  the  Gobble-uns'U  git  you 
Ef  you 
Don't 
Watch 
Out!" 

At  this  awful  threat  you  can  see  the  tiny 
listeners  crouch  with  fear  as  they  inwardly  re- 
solve to  say  their  prayers  for  fear  of  the  "(xobble- 
uns."  The  hardest  fears  to  control  are  the 
fears  that  are  purely  of  the  imagination.  Have 
you  ever  whistled  when  you  were  afraid?  What 
we  consider  foolish  fears  are  in  reality  very 
serious  to  a  child  and  are  the  gift  of  heredity. 
Even  weaker  animals  have  this  sense  of  fear; 
when  one  faces  a  danger  it  cannot  overcome, 
it  flees  for  safety.  As  the  boy  grows  older  and 
becomes    wiser    and    stronger,    fear    becomes    a 


68  BOYOLOGY 

great  educational  factor  in  his  life.  During  the 
teens,  fear  becomes  a  reasonable  guide  because 
of  knowledge  and  experience.  Fear  of  being  lost 
passes  over  to  fear  of  losing  the  points  of  the  com- 
pass; fear  of  great  animals  and  "Gobble-uns" 
diminishes.  Fear  becomes  increasingly  less  physi- 
cal and  more  social,  and  manifests  itself  in 
shyness,  blushing,  giggling,  chewing  the  nails, 
awkwardness,  twisting,  trembling. 

At  this  period  the  relation  between  parent  and 
boy  should  be  of  the  closest  character.  Fear  of 
being  misunderstood  has  kept  many  a  boy  from 
confiding  to  his  parent  the  secret  things  of  his 
life.  A  father's  stem  face  and  angry  voice  has 
caused  more  than  one  boy  to  lie,  for  fear  that 
if  the  truth  were  told  imjust  punishment  would 
be  meted  out  to  him.  For  a  boy  has  his  fail- 
ings, and,  if  sympathetically  guided,  they  will 
disappear  as  do  warts  and  freckles  and  childish 
features.  Discipline  is  necessary  in  directing  a 
boy's  life,  and  he  should  be  made  to  imderstand 
the  meaning  of  "Whatsoever  a  man  soweth  that 
shall  he  also  reap."  Then  fear  becomes  a  positive 
force  in  his  moral  development,  such  as  the 
fear  of  giving  pain  or  disappointment  to  those 
whom  he  loves  or  esteems,  and  the  kind  of  fear 
that  begets  respect.  Remove  fear  of  wrong 
doing  from  the  world  and  you  would  have  pande- 
monium.    Fear   begotten   of   knowledge   is   the 


EMOTIONAL  69 

great  moral  safeguard  of  youth  and  should  al- 
ways be  encouraged. 

Aversion  toward  the  strange  is  a  deep- 
rooted  instinct  or  emotion.  It  is  the  dislike 
to  the  unaccustomed  or  the  strange,  and  has 
much  to  do  with  the  "tribal"  or  "gang'*  con- 
sciousness. It  is  the  "do  not  feel  at  home" 
element  in  the  boy.  "We  do  not  like  a  man 
'whose  character  is  such  that  we  may  reasonably 
expect  injuries  from  him  or  in  whom  there  is 
such  an  element  of  the  unknown  that  we  cannot 
be  sure  of  ourselves  in  his  presence.  This  emo- 
tional instinct  shows  itself  in  the  framing  of 
codes  of  conduct  whereby  men  somewhat  sternly 
ostracize  those  who  do  not  conform  to  standard."* 
This  instinct  wisely  directed  will  help  a  boy 
choose  the  right  sort  of  companions,  but  if  un- 
directed will  make  him  a  snob  of  the  worst  sort. 

In  "Forward  Pass"  Dan  Vinton's  father  gives 
him  this  advice  on  the  night  before  he  starts 
for  a  preparatory  school  in  the  east.  "Don't 
make  your  friendship  too  cheap;  if  a  fellow  wants 
it,  let  him  pay  the  price,  if  he  has  the  making 
of  a  real  friend,  he  will  do  it."  It  is  the  definite 
standing  aloof  from  anything  which  is  unworthy, 
or  behavior  not  based  upon  high  standards  of 
living,  which  should  be  encouraged  in  every  boy 
during    this    period    of    adolescence.      Egotistic 

*  Mark,  "The  Unfoldimj  of  Personality,"  p.  86. 


70  BOYOLOGY 

emotions  have  a  place  in  the  life  of  a  boy,  espe- 
cially in  connection  with  his  personal  desires  and 
ambitions,  such  as  the  pursuit  of  scholarship, 
satisfaction  in  the  duty  performed,  feeling  of 
esteem  based  on  right  living  and  acts  of  unself- 
ishness, but  unworthy  egotistic  emotions,  such 
as  pride,  vanity,  love  of  approbation,  jealousy, 
self-conceit,  haughtiness,  should  at  their  first 
appearance  in  a  boy,  be  stifled. 

Anger  is  one  of  the  first  emotional  instincts 
to  manifest  itself  in  a  boy.  Its  legitimate  purpose 
is  defense.  Anger  which  degenerates  into  un- 
controlled brutal  passion  is  criminal.  G.  Stanley 
Hall  says,  "Anger  should  be  a  great  and  diffused 
IX)wer  in  life,  making  it  strenuous,  giving  it 
zest  and  power  to  the  struggle  for  survival  and 
mounting  to  righteous  indignation."^  The  rapid 
growth  of  a  boy's  body  coupled  with  lack  of  poise 
and  judgment  seems  to  account  for  the  develop- 
ment of  the  fighting  instinct.  In  his  great  desire 
to  "show  off"  his  physical  powers  he  makes  state- 
ments regarding  his  achievements  which  arouse 
resentment  in  his  hearers.  Then  comes  the 
battle  of  words  followed  by  the  battle  of  fists, 
for  like  his  savage  ancestry  he  settles  his  dis- 
putes in  the  primitive  physical  fashion.  Arbitra- 
tion has  not  yet  come  into  his  vocabulary  or 
understanding.     The  boy  in  the  grammar  grade 

*  HaU,  "Adole8oenoe,'^VoL  I,  p.  355. 


EMOTIONAL  71 

is  a  natural  scrapper  and  squabbler,  who  carries 
a  chip  on  his  shoulder  most  of  the  time,  inviting 
"some  boy  his  size"  to  knock  it  off.  Anger  is 
generally  explosive  and  brief.  Teasing  and  tanta- 
lizing a  boy  to  excess  during  these  years  is  often 
the  cause  of  irritability  and  a  hysterical  condi- 
tion. A  boy's  anger  is  sometimes  aroused  by  a 
sense  of  injustice  in  being  over-punished  for 
minor  wrongs,  or  it  may  be  aroused  through 
indulgence.  When  he  can't  have  what  he  wants, 
temper — "high  spirits  joined  to  nerves  and 
will" — ^  goes  off  guard  and  then  follows  a  scene 
of  anger  which  is  really  passion,  for  which  the 
boy  is  after  all  not  to  be  blamed.  "Fathers, 
provoke  not  your  children  to  anger,"  or,  as  Wey- 
mouth translates  it,  "Fathers,  do  not  fret  and 
harass  your  children  or  you  may  make  them 
sullen  and  morose"  (Colossians  3:21)  is  an 
ancient  biblical  admonition  still  applicable  to 
parents  of  today. 

Usually  at  about  sixteen  years  of  age  the 
boy  begins  to  win  real  victories  over  bad  temper 
and  uncontrolled  anger.  "The  attainment  of 
full  growth  and  of  large  muscular  power,  the 
large  heart  and  lungs,  the  well  oxygenated  blood 
driven  at  high  pressure,  the  activity  and  young 
vitality  of  all  the  tissues  and  organs  give  buoy- 


•  Mrs.  Chenery. 


7«  BOYOLOGY 

ancy  and  courage  and  a  sense  of  power.  "^  The 
fighting  instinct  now  becomes  a  strong  impulse 
to  do  great  things.  Thomas  M.  BaUiet  says: 
"If  you  crush  the  fighting  instinct  you  get  the 
coward;  if  you  let  it  grow  wild,  you  get  the 
bully;  if  you  train  it,  you  have  the  strong,  self- 
controlled  man  of  will." 

A  boy  attending  a  preparatory  school  caused 
his  father  considerable  surprise  when  his  report 
card  reached  home,  by  having  under  "deport- 
ment" the  mark  "good-plus."  It  was  somewhat 
unusual,  in  fact,  so  much  so  that  the  father 
visited  the  school  to  ascertain  the  reason  for 
this  unexpected  outburst  of  goodness.  Upon 
reaching  the  school,  the  father  went  to  the 
office  of  the  Head  Master.  After  exchanging 
greetings,  the  father  said,  "Won't  you  frankly 
tell  me  how  my  boy  got  *good-plus'  in  deport- 
ment?" "Gladly,"  said  the  Head  Master.  "The 
other  afternoon  your  boy  was  with  a  group  of 
boys  on  the  campus  and  one  of  the  group  started 
in  to  tell  a  dirty  story.  Almost  immediately 
your  boy  walked  up  to  him  and  said,  *Look  here. 
Bill,  if  you  keep  on  telling  that  story  I'll  knock 
you  down.'  Bill  thought  he  was  joking  and 
continued  to  tell  the  story,  when  your  boy 
made  good  his  promise.  He  not  only  knocked 
Bill  down,  but  gave  him  a  good  thrashing  as 

'T  Tyler,  "Growth  and  Education,"  p.  183. 


EMOTIONAL  7S 

well.  Naturally  the  news  of  the  fight  reached 
my  office  and  I  sent  for  your  boy.  When  he 
came  I  requested  him  to  tell  me  all  about  the 
affair  on  the  campus  and  he  told  what  I  have 
been  telling  you,  only  he  added  this,  *I'll  knock 
down  any  fellow  who  tries  to  tell  me  that  kind 
of  a  story,  for  I  have  too  much  love  and  respect 
for  my  mother  and  sister  to  permit  that  kind 
of  filth  to  be  poured  into  my  ears.'  When  the 
report  card  was  made  out  I  felt  that  your  boy 
deserved  *good-plus'  in  deportment,  and.  Sir,  I 
would  like  to  have  about  one  hundred  boys 
like  your  boy  in  my  school."  This  boy  was 
never  told  in  his  early  boyhood,  "You  must  never 
fight,  only  naughty  boys  fight,"  but,  on  the 
contrary,  he  was  instructed  that  it  was  the 
proper  thing  to  defend  the  pure  name  of  mother 
and  woman.  Righteous  indignation  or  anger 
controlled  is  often  a  manifestation  of  chivalry. 
If  the  fighting  instinct  aroused  by  righteous 
anger  is  cultivated  in  a  boy  we  have  the  de- 
fender of  home,  church,  and  country.  Fifty 
years  ago  the  Union  was  saved  by  an  army  of 
boys.    The  prayer  of  every  youth  should  be: 

"When  from  the  field  of  mimic  strife. 

Of  strength  with  strength,  and  speed  with  speed, 
We  face  the  sterner  fight  of  life 

As  still  our  strength,  in  time  of  need, 
God  of  our  youth,  be  with  us  then. 

And  make  us  men,  and  make  us  men!'* 


74  BOYOLOGY 

'"The  instinct  of  affection,"  says  Ribot,  "im- 
plies spontaneous  attachment  to  its  object  and 
often  the  rendering  of  spontaneous  forms  of 
service,  as  is  seen  most  clearly  in  maternal 
affection.  ...  It  is  an  unbreakable  thread  of 
gold  running  through  and  through  our  social 
life.  It  is  the  very  soul  of  home-life  and  the 
family  relationship.  It  is  the  root-element  in 
friendship,  loyalty,  patriotism,  comity  of  na- 
tions, the  enthusiasm  of  humanity."* 

Love  is  a  social  feeling,  a  desire  for  others,  a 
"chmnminess."  Did  any  boy  ever  run  away 
from  home  who  enjoyed  the  privilege  of  a  father- 
chum?  Affection  or  love  is  the  greatest  of  the 
emotions.  There  is  no  other  feeling  that  is  of 
equal  force  in  the  development  of  a  boy*s  char- 
acter. **The  heart  of  a  boy — God  made  it  and 
made  it  like  Himself,  and  when  we  locate  it," 
says  Dr.  Lilburn,  "we  shall  find,  I  think,  that 
it  is  the  largest  part  of  the  boy."®  You  cannot 
measure  its  affection,  therefore 

"Seek  to  shape  it  outwardly. 
Whatever  moves  the  heart  of  a  child 
Because  even  the  child's  love  can  decay 
If  not  nourished  carefully." 

The  love  of  a  boy  is  to  be  tested  always  by 
its  effect  upon  the  will.     It  most  shows  itself 

*  Mark,  "Unfolding  of  Personality,"  p.  88. 

•  Lilburn,  "Winning  the  Boy,"  p.  36. 


EMOTIONAL  75 

in  deeds  aroused  by  a  capacity  for  doing.  Love 
without  service  becomes  a  sentimental  bubble. 
There  is  great  danger  lest  parents,  blinded  by 
foolish  love,  encourage  selfishness  by  doing  too 
much  for  the  boy.  Selfishness  is  the  great  sin 
of  the  world,  sacrifice  its  antidote.  "There  is 
a  physical  love  which  expresses  itself  in  the 
mere  kiss  and  hug,  and  word  of  endearment. 
This  is  not  the  all-purifying,  all-glorious  love, 
so  elevating  to  every  life;  it  is  but  the  door  or 
entrance  to  that  other  higher  form  of  love  which 
manifests  itself  in  service  and  self-sacrifice.  "^° 

There  comes  a  time  when  there  is  a  great 
danger  of  love  becoming  "mushy"  sentimental- 
ism,  the  period  when  "spells  are  frequent  and 
fleeting,  furious  and  funny.  Mumps  and  measles 
and  whooping  cough  may  be  evaded,  but  sweet- 
hearts never.""  This  is  the  time  when  heart 
trouble  comes  frequently,  when  Marys  and 
Marthas,  and  Susies  and  Sallies  pass  m  pro- 
cession until  one  day  "she"  comes  along;  then 
oh!  how  the  boy  longs  to  talk  with  some  one 
about  this  new  experience!  Blessed  is  that  boy 
whose  father  and  mother  have  always  shared 
in  his  every  experience  and  who  can  go  to  them 
for  that  help,  of  which  at  this  critical  time  of 
his  life  he  is  so  much  in  need. 


w  Mrs.  HarriBon,  "A  Study  of  Child  Nature,"  p.  77. 
"  Kirtley,  "That  Boy  of  Yours,"  p.  109. 


76  BOYOLOGY 

Positive  and  negative  self-feeling  is  a  dis- 
tinguishable emotional  instinct,  which  reveals  to 
the  boy  two  dispositions,  sometimes  buoyant 
and  sometimes  diflSdent.  Each  form  of  self- 
feeling  has  its  place  and  meaning  in  the  develop- 
ment of  character.  Adult  guidance  and  influence 
is  needed  to  give  him  balance  and  to  protect 
him  from  excess  in  either  direction.  He  needs 
the  right  kind  of  activities  and  experiences. 

The  sex-instinct  is  an  emotion  which  will 
require  more  space  than  the  limits  of  this  chapter 
permit,  and  it  will  therefore  be  discussed  in  a 
future  chapter.  '   -— "— --  '^^v.^;..! 

Inner  freedom  is  the  longing  within  a  boy 
to  do  great  things.  Courage  is  perhaps  a  better 
definition.  "I  am  Youth,  I  can  do  all  things!" 
cries  Peter  Pan.  It  is  the  breaking  out  of  the 
shell  into  a  large  life  of  freedom.  It  is  the  oppo- 
site of  cowardice.  The  coward  is  the  unfree 
man.  Inner  freedom  says  to  a  boy  "function, 
do  something  worth  while."  This  emotion  is  at 
its  height  during  the  later  teens.  It  is  the  con- 
sciousness of  mission.  "One  of  the  great  acts 
in  the  drama  of  youth,"  says  McKinley,  "is  the 
discovery  of  life.  Going  forth  master  of  himself 
and  of  his  own  affairs,  the  youth  makes  trial 
of  life  on  his  own  responsibility.  He  *sees  life,' 
he  discovers  what  life  is,  and  his  first  discovery 
is  tragic,  for  while  none  can  be  a  man  until  his 


EMOTIONAL  77 

soul  has  achieved  its  freedom,  yet  none  is  wise 
enough  to  make  faultless  use  of  freedom  when 
secured."*^ 

The  boy  who  has  been  taught  to  think 
great  thoughts  and  be  ready  to  function  or  act 
them  out  when  the  time  comes,  becomes  the 
Washington,  Lincoln,  Gordon,  and  Grenfell  of 
tomorrow. 

Efficiency  or  perfection  is  the  presence  within 
the  mind  of  the  demand  for  adequacy.  "Growth," 
says  Herbert,  "is  the  child's  natural  destiny." 
Coming  to  this  fulness  of  being,  a  boy  some- 
times forgets  and  we  reprove  him,  when  really 
what  he  lacks  is  self-control  and  he  needs  read- 
justment. As  he  grows  older  there  should  come 
that  impulse  within  himseM  to  remedy  defects, 
to  make  up  for  shortcomings.  "Inner  freedom" 
says  "function" — "Efficiency"  says  "function  to 
the  full."  The  boy  calls  it  "doing  your  best" 
and  "making  good."  This  is  the  emotional  in- 
stinct which  can  be  used  in  arousing  his  am- 
bition for  an  education,  counteracting  his  desire 
to  leave  school  and  go  to  work,  in  creating  in 
him  a  respect  for  his  body  and  its  proper  care, 
in  molding  his  moral  and  religious  life,  so  that 
he  may  enjoy  an  all-round,  efficient  manhood. 

Sympathy  is  the  emotion  or  instinct  which 
enables  the  boy  to  understand  and  enter  into 

.    J2  McKifiiey,  "Educational  Evangelism,"  p.  30. 


78  BOYOLOGY 

the  feelings  of  others,  and  for  the  benefit  of 
others,  even  at  the  expense  of  personal  pain. 
Evidences  of  sympathy  manifest  themselves  very 
early  in  the  life  of  a  child.  An  infant  two  months 
old  will  smile  at  his  mother's  face.  A  child  of 
two  years  is  capable  of  feeling  pity.  Later  there 
comes  a  consciousness  of  his  relation  to  others. 
**I'*  becomes  "we."  This  emotion  may  also  be 
called  the  "altruistic  feeUng."  "Unselfishness  and 
active  kindness,"  says  E.  P.  St.  John,  "is  stirred 
by  the  realization  of  another's  need."^^  At  six- 
teen or  seventeen  years  of  age  this  feeling  of 
unselfishness  or  altruism  may  become  a  strong 
motive  in  helping  him  to  determine  the  choice 
of  a  life  work,  especially  the  altruistic  professions 
such  as  those  of  the  physician,  the  minister,  the 
missionary,  the  social  worker,  the  teacher,  the 
Association  Secretary.  There  is  great  danger 
in  arousing  sympathy  unless  there  is  a  corre- 
sponding opportunity  for  expression.  Give  the 
boy  a  chance  to  do  a  kind  act,  a  chance  to  re- 
heve  suffering,  or  to  bestow  a  gift.  Teach  him 
to  put  himself  into  his  giving  and  doing.  Service 
is  an  essential  in  the  salvation  of  a  boy. 

Reverence,  because  of  the  higher  ideas  with 
which  it  is  associated,  is  an  emotion  which 
affects  us  most  profoundly.  The  highest  instinct 
in  man  is  the  religious.    A  boy's  most  tangible 

"  E.  P.  St.  John,  "Child  Nature  and  Child  Nurture,"  p.  68. 


EMOTIONAL  79 

conception  of  God  the  Father  is  his  own  father. 
The  love  of  a  heavenly  Father  is  best  understood 
when  he  sees  evidences  of  love  in  his  own  earthly 
father.  Justice,  mercy,  kindness,  truth,  and 
other  attributes  of  God  the  Father  are  best 
comprehended  when  his  own  flesh-and-blood 
father  exemplifies  these  attributes  in  his  daily 
life  and  conduct.  Hero  worship  in  a  large  degree 
is  the  boy's  reverence.  Regard  for  a  leader,  a 
friend,  a  parent,  always  manifests  itself  by  an 
attitude  of  respect.  A  boy,  however,  demands 
of  his  hero  something  worthy  of  his  respect  and 
reverence,  for  there  comes  a  time  when  mere 
physical  power  or  a  "stunt  act"  no  longer  appeals 
to  him.  A  boy  would  rather  be  interested  than 
amused.  He  demands  heroism  born  of  moral 
or  religious  principles.  Livingstone  dying  in  the 
heart  of  Africa;  Gordon  on  his  knees  in  China; 
Stanley,  the  explorer,  reading  his  Bible  daily, 
although  lost  in  darkest  Africa;  Washington  in 
prayer  at  Valley  Forge;  Jesus  Christ  upon  the 
Cross,  God's  visible  love  for  the  world — these 
are  the  heroes  who  satisfy  his  ideals,  and  call 
from  him  the  deepest  reverence  and  devotion. 
The  lack  of  expression  of  this  emotion  is  the 
failure  of  adults  to  respond  to  his  needs.  Exam- 
ple speaks  louder  than  precept.  When  parents 
themselves  set  the  example  of  reverence  for  that 
which  makes  for  nobility  of  character,  such  as 


80  BOYOLOGY 

worship,  prayer.  Sabbath  observance,  and  the 
sacred  things  of  life,  then  the  boy  will  not  be 
found  wanting. 

The  other  three  emotions:  sense  of  dependence, 
surprise,  and  wonder  are  somewhat  minor  emo- 
tions, and  are  embodied  to  some  degree  in  those 
already  discussed. 

Stifled  emotions  lead  to  coldness,  barrenness, 
and  hardness  in  living.  The  parent  who  tries 
to  help  the  boy  interpret  and  organize  his  emo- 
tions will  have  his  reward.  This  will  require 
much  patience,  prayer,  and  perseverance  as  well 
as  tact  and  activity.  Keep  before  the  boy  God's 
great  heroes,  those  who  were  all-round  men, 
emotion-controlled  men,  representatives  of  the 
world's  greatest  hero — Jesus  Christ,  men  such  as 
Chinese  Gordon. 

**  'I  want  a  hero' — well,  that  wish  is  wise; 

Who  hath  no  hero  lives  not  near  to  God; 
For  heroes  are  the  steps  by  which  we  rise 

To  reach  His  hand  who  lifts  us  from  the  sod. 
I'll  give  you  one.     You've  heard  of  Chinese  Gordon, 

Who  laid  the  hot-brained  Mongol  low. 
Strong,  shod  with  peace  or  with  sharp-bladed  sword  on. 

To  gain  an  ally  or  to  crush  a  foe. 

And  reap  respect  from  both.     How  came  it  so.?* 
He  used  no  magic,  and  he  owned  no  spell. 

But  with  keen  glance,  strong  will,  and  weighty  blow. 
Did  one  thing  at  a  time  and  did  it  well; 

And  sought  no  praise  from  men,  as  in  God's  eye. 

Nobly  to  live  content  or  nobly  die. 


EMOTIONAL  ai 

'Some  men  live  near  to  God,  as  my  right  arm 
Is  near  to  me,  and  thus  they  walk  about 

Mailed  in  full  proof  of  faith,  and  bear  a  charm 
That  mocks  at  fear,  and  bars  the  door  on  doubt. 

And  dares  the  impossible.     So  Gordon,  thou. 
Through  the  hot  stir  of  this  distracted  time 

Dost  hold  thy  course,  a  flaming  witness  how 
To  do  and  dare,  and  make  our  lives  sublime 

As  God's  campaigners.     What  live  we  for  but  this. 
Into  the  sour  to  breathe  the  soul  of  sweetness. 
The  stunted  growth  to  rear  to  fair  completeness. 

Drown  sneers  in  smiles,  fill  hatred  with  a  kiss. 
And  to  the  sandy  waste  bequeath  the  fame 
That  the  grass  grew  behind  us  where  we  came." 

— J.  S.  Blacblie. 


CHAPTER  IV 

Social  Characteristics 

"There  are  hermit  souls  that  live  withdrawn 
In  the  place  of  their  self-content; 
There  are  souls  like  stars,  that  dwell  apart. 

In  a  fellowless  firmament; 
There  are  pioneer  souls  that  blaze  their  paths 

Where  highways  never  ran — 
But  let  me  live  in  a  house  by  the  side  of  the  road 
And  be  a  friend  to  man." 

— Sam  Walter  Fobs. 

The  hermit  or  recluse  is  always  regarded  as 
an  abnormal  being,  for  it  is  a  law  of  nature  for 
bees  to  go  in  swarms,  cattle  in  herds,  birds  in 
flocks,  fishes  in  schools,  and  boys  in  gangs.  "This 
gang  instinct  is  absolutely  necessary  for  the 
proi>er  social  education  of  every  boy.  There  is 
no  other  way  .  .  .  whereby  he  must  be  saved 
from  narrowness  of  mind,  selfishness  and  self- 
conceit.'*^  "The  gang  instinct  itself,'*  says  Dr. 
Hall,  "is  almost  a  cry  of  the  soul  to  be  influ- 
enced." Up  until  about  eleven  years  of  age  the 
boy  is  still  self-centered  and  must  be  dealt  with 
individually.     While  he  likes  to  be  with  other 

1  Forbush,  "The  Boy  Problem,"  p.  63. 
82 


SOCIAL  8S 

boys,  yet  the  competitive  motive  is  strong,  and 
he  has  no  adequate  conception  of  subordinating 
self  for  the  good  of  the  group.  As  he  enters  the 
teen  period  this  form  of  selfishness  gradually 
disappears,  and  a  new  social  consciousness  takes 
its  place.  It  is  the  desire  for  fellowship.  The 
most  interesting  thing  to  a  boy  is  another  boy. 
Homesickness  is  a  universal  disease  for  which 
there  is  no  better  medicine  than  a  sympathetic 
friend,  a  father,  or  a  mother. 

In  the  preceding  chapters  we  traced  the  boy 
through  his  physical,  intellectual,  and  emotional 
changes  and  developing  instincts  until,  through 
the  senses,  he  awakens  to  the  consciousness  of 
being  an  integral  part  of  human  society.  He  is 
now  becoming  acquainted  with  the  world  out- 
side himself.  His  life  is  widening  out.  Indis- 
criminate chumship  is  beginning  to  wane  and 
gives  way  to  the  gang.  After  the  gang  days 
chumship  sets  in  again  and  has  in  it  the  element 
of  endurance  and  discrimination.  This  main 
chum  period  is  usually  at  the  age  of  fifteen  or 
sixteen. 

G.  E.  Johnson  has  called  attention  to  the  fact 
that  a  very  large  part  of  our  life  is  spent  in  pre- 
paring to  live.  He  says  that  a  cat  is  a  kitten 
for  about  half  of  its  life;  a  dog  is  a  puppy  for 
about  one  tenth  of  its  life;  it  takes  a  horse  one 
seventh  of  its  life  to  come  to  maturity;  but  it 


84  BOYOLOGY 

takes  a  human  being  almost  one  third.  Why 
this  one  third?  And  if  there  is  a  Divine  purpose 
in  it,  should  not  more  attention  be  given  to  the 
way  these  years  are  spent? 

Misfits  in  society  are  the  result  of  neglected 
and,  many  times,  abandoned  boyhood.  Human 
derelicts  are  products  of  a  misguided  youth. 
Rosenkrantz  says  that  moral  culture  is  the  essence 
of  social  culture.  The  moral  idea  grows  out  of 
the  social.  According  to  Prof.  James,  "By  the 
age  of  fifteen  or  sixteen  the  whole  array  of  human 
instincts  is  complete."  Unless  the  boy  is  con- 
sidered as  a  part  of  society  now,  as  a  boy,  and 
as  a  citizen  in  the  making,  to  be  related  later  to 
social  facts,  he  is  hable  to  get  lost  in  the  midst 
of  conflicting  social  conditions.  Many  social 
forces  are  pressing  in  upon  him  which  make  it 
imperative  that  an  adult  come  to  his  rescue, 
before  the  destructive  social  forces  claim  him  as 
their  prey. 

"The  social  instincts  are  those  concerned  with 
relations  to  other  persons.  This  class  includes 
sociability,  shyness,  sympathy,  affection,  altru- 
ism, modesty,  secret iveness,  love  of  approbation, 
rivalry,  jealousy,  envy."^ 

Desire  for  sociability,  or  the  friendly  instinct, 
is  the  link  that  binds  man  to  man,  the  fire  that 
warms  an  otherwise  dead  and  cheerless  world. 


*  Weigle,  "The  Pupil  and  Teacher,"  p.  67. 


SOCIAL  85 

It  is  this  instinct  which  decides  the  choice  in  the 
exercise  of  the  "pairing"  tendency.  "The  choice 
of  friends,"  says  Hugh  Black,  "is  one  of  the  most 
serious  affairs  in  life,  because  a  man  becomes 
moulden  into  the  likeness  of  what  he  loves  in 
his  friend,"  for 


"  'Tis  thus  that  on  the  choice  of  friends 
Our  good  or  evil  name  depends.'* 


—Gat. 


He  who  tactfully  guides  a  boy  in  the  selection 
oi  his  chums  or  intimate  friends  is  his  benefactor. 
It  is  not  only  sociability  which  creates  within  a 
boy  a  desire  for  chumship,  but  the  confiding 
instinct  is  also  developing,  and  he  is  now  grow- 
ing secretive.  He  is  the  possessor  of  newly 
awakened  powers  and  he  is  not  sure  of  himself. 
Another  boy  discovers  he  is  in  the  same  con- 
dition. The  two  come  together  and  they  under- 
stand each  other.  The  things  they  talk  about 
are  naturally  the  things  of  their  daily  life,  sports, 
ambitions,  and — ^girls.  They  have  a  peculiar 
whistle,  mysterious  signs,  and  even  a  code  lan- 
guage with  each  other.  After  awhile,  this  chum- 
ship emerges  into  the  larger  combination  of 
congenial  spirits  and  becomes  the  "gang." 

It  is  as  natural  for  gangs  to  come  into  being 
and  as  much  a  part  of  boy  nature,  as  is  the 
•desire  to  swim  or  play  baseball.     "It  is  safe  to 


86  BOYOLOGY 

say  that  three  boys  out  of  four  boys,"  declares 
Puffer,  **belong  to  a  gang,"  and  in  a  study  which 
he  made  of  one  hundred  and  forty-six  boys  of 
the  Lyman  Industrial  School  he  found  one 
hundred  and  twenty-eight  were  in  gangs.  "Boys 
organize,"  says  Swift,  **because  it  is  their  nature 
to  herd  together.  Self-protection  was  probably 
the  incentive  to  gregariousness  in  the  lower 
animals,  and  with  the  app)earance  of  man  this 
same  impulse  to  unite  in  bands  gained  increased 
strength  from  his  helplessness  against  the  fierce 
animals  by  which  he  was  surrounded."^ 

Dr.  Sheldon's  study  of  spontaneously  organized 
"gangs"  to  the  number  of  six  himdred  and 
twenty-three,  which  he  fully  described,  revealed 
the  fact  that  1}^  i>er  cent  were  philanthropic, 
3}^  per  cent  secret,  434  P^r  cent  social  (for  "good 
times"),  434  per  cent  devoted  to  literature, 
music  or  art,  S}/^  per  cent  industrial,  17  per  cent 
predatory  (for  hunting,  fighting,  building,  camp- 
ing, etc.)  and  61  per  cent  athletic.  It  will  be 
noted  that  physical  activity  is  the  keynote  of 
by  far  the  larger  number — 863^  per  cent,  if  we 
add  the  industrial  to  the  predatory  and  athletic 
clubs. 

To  capture  the  gang  and  not  work  against  it, 
is  to  use  it  in  the  boy's  social  education,  for 
some    of   the    greatest    lessons    in    loyalty,    the 

»  Swift,  "Youth  and  the  Race,"  p.  258. 


SOCIAL  87 

brotherhood  of  man,  and  idealism  he  learns  in 
the  school  of  the  gang.  A  wise  parent  will  pro- 
vide a  place  for  the  gang  to  meet.  "He  needs 
a  room  of  his  own,'*  says  Kirtley,  "in  his  business 
of  being  a  boy.  If  he  does  not  get  it  at  home 
he  always  wants  to  establish  headquarters  some- 
where else — on  the  street  corner,  or  a  vacant  lot, 
or  in  another  boy's  home.  His  self-respect  and 
social  standing  require  that  he  have  a  place 
where  he  can  bring  his  friends;  if  he  brings  them 
to  his  home,  they  will  be  in  a  respectable  place 
and  not  be  apt  to  get  their  relatives  in  trouble. 
He  will  be  proud  to  have  his  parents  become 
honorary  or  sustaining  members  of  the  Club; 
that  will  give  those  parents  a  chance  to  take  the 
sting  out  of  all  mischief  and  renew  the  joys  of 
long  ago.  His  room  is  a  social  center,  training 
him  for  life."*  In  the  October,  1914,  issue  of  the 
Mothers*  Magazine  is  told  a  true  story  of  how  a 
boy  of  well-to-do  parents  was  literally  driven  to 
evil  companionship,  because  his  parents  refused 
to  welcome  his  friends  to  their  home.  Several 
paragraphs  are  here  quoted  from  the  story. 
"When  I  was  a  boy  of  ten,  my  playmates  were 
sons  of  well-to-do  families  in  my  little  home 
city.  Like  myself  they  had  their  bicycles,  their 
tennis  courts,  their  ponies  and  dogs,  and  their 
parents  dressed  them  in  clothes  of  good  quality. 

<  Kirtley,  "That  Boy  of  Yours,"  p.  190. 


88  BOYOLOGY 

In  my  outdoor  sports  I  had  plenty  of  chums, 
but  in  mdoor  amusements  it  was  different.  This 
was  not  my  fault.  I  loved  fun  and  study,  and  I 
liked  to  be  with  my  boy  friends  and  have  them 
with  me.  Outdoors  we  were  all  chums,  but  we 
seldom  met  indoors,  because  my  mother  refused 
to  let  my  boy  friends  visit  my  home,  and,  natu- 
rally enough,  my  invitations  grew  fewer  and 
farther  between,  and  finally  vanished  almost 
altogether. 

"My  mother  was  opposed  to  parties,  because, 
she  said,  they  made  too  much  work.  They  al- 
ways disturbed  her  furniture.  .  .  .  My  mother's 
idea  of  the  proper  place  for  boys  to  play  was 
on  some  vacant  lot  or  in  the  barn — anywhere 
except  in  her  house.  She  sacrificed  me  and  my 
whole  life  on  the  altar  of  her  painful  neatness, 
and  condenmed  me  to  become  an  outcast  and 
a  criminal,  rather  than  run  the  risk  of  having 
my  boy  friends  and  me  scratch  the  varnish  on 
some  precious  chair,  or  leave  dust  from  our 
boots  on  her  treasured  carpet. 

"Home  conditions  were  such  that  I  gradually 
dropped  out  of  the  company  of  my  earlier  boy 
chums,  and  I  began  to  go  with  boys  of  a  lower 
grade  in  society,  for  I  could  not  with  relf-respect 
keep  the  company  of  boys  who  invited  me  to 
their  homes  and  expected  to  be  invited  to  mine.'* 

Then   follows   a   tale   that   is   heart-breaking. 


SOCIAL  89 

He  and  his  new  found  gang  were  found  guilty 
of  stealing.  He  was  sent  to  the  State  Reform 
School  until  he  should  be  eighteen  years  of  age. 
In  stating  the  case  the  father  said  to  the  Judge: 
"For  six  months  or  more  Jerry  has  been  unman- 
ageable and  wild;  we  have  given  him  every  oppor- 
tunity at  home  and  done  everything  we  could 
for  his  good,  but  I  am  convinced  that  strict 
discipline  is  all  that  can  save  him.  We  have 
given  him  the  best  of  homes  and  he  has  had  a 
nice  room,  good  clothes  and  good  books.  We 
have  read  the  Bible  with  him  and  tried  to  keep 
him  home,  but  he  hasn't  shown  a  bit  of  appre- 
ciation. I  came  here  to  ask  you  to  send  Jerry 
to  the  Reform  School  until  he  is  eighteen." 

"I  have  hated  my  father  and  mother  since 
that  moment." 

"During  a  wakeful,  remorseful  night  at  the 
police  station,  I  had  made  up  my  mind  that  my 
father  would  pay  my  fine,  that  I  would  leave 
school,  give  up  my  bad  companions,  go  to  work 
and  behave  myself.  My  father's  hard  words, 
and  the  hard  face  he  turned  to  me  turned  my 
heart  to  stone."  This  is  a  terrible  indictment 
against  house-keeping  instead  of  home-making. 
When  home  becomes  more  than  a  house  with 
four  walls  and  a  roof,  and  is  a  genuine  social 
center,  then  there  will  be  fewer  true  tales  like 
this  to  tell. 


90  BOYOLOGY 

Have  you  ever  thought  of  the  family  meal 
as  a  great  socializing  factor?  At  no  one  time 
does  the  family  really  come  together  except  at 
the  dining  table.  The  gravest  peril  confronting 
our  American  homes  is  the  passing  away  of  the 
family  life  that  had  a  place  in  its  daily  program 
for  three  meals,  when  there  were  not  only  good 
things  to  eat  but  also  an  opportunity  to  talk 
over  current  events  and  family  interests.  It 
is  this  inner  social  environment  which  shapes 
very  vitally  a  boy's  character.  Luxuriously 
furnished  hotel  dining  rooms  and  restaurants, 
quick  lunch  counters,  and  boarding  houses  can 
never  be  a  substitute  for  or  even  meet  the  social 
needs  to  be  found  only  in  a  home,  be  it  ever 
so  humble. 

Play  forms  a  very  large  part  in  the  social 
adjustment  of  boyhood.  Van  Dyke  says,  "If 
I  can  teach  these  boys  to  study  and  play  to- 
gether, freely  and  with  fairness  to  one  another, 
I  shall  make  them  fit  to  live  and  work  together 
in  society.'*  Play  is  not  only  the  most  vital 
thing  about  the  boy,  but  also  the  most  normal. 
It  is  a  preparation  for  life.  One  of  the  laws 
in  a  social  group  in  play  is,  "If  I  want  to  share 
with  the  rest  I  must  do  my  share."  Social 
initiative  begins  when  a  boy  first  feels  his  help- 
fulness in  a  common  play  or  task,  and  it  assumes 
constantly   larger   control    with    the   coming   of 


SOCIAL  91 

adolescence.  It  begins  in  games  and  with  rules 
and  plays  that  call  for  team  work.  If  boys  are 
"taught  to  submit  to  laws  in  their  playing,  love 
for  law  will  enter  into  their  souls." 

"The  effect  of  play  upon  the  boy's  social 
nature  is  perhaps  of  even  greater  significance 
than  its  effect  upon  either  his  intellect  or  his  body. 
It  is  the  socializing  instinct  of  the  boy.  By  it 
he  is  perfectly  revealed,  for  it  shows  his  true 
self  not  only  to  those  around  him,  but  it  is  the 
best  method  of  revealing  to  himself  his  own  inner 
disposition  and  ability.  By  his  play  you  shall 
know  the  boy,  and  through  his  play  he  comes 
best  to  know  himself."^ 

Play  teaches  a  boy  loyalty,  team  work,  co- 
operation, the  philosophy  of  sacrifice,  humility, 
respect  for  the  rights  of  others,  promptness, 
self-mastery,  subordination  to  leadership,  courage, 
and  many  other  virtues  necessary  to  make  him 
a  useful  and  worthy  member  of  society.  Lessons 
learned  on  the  playground  prepare  for  the  serious- 
ness of  the  greater  game  of  life  itself,  one  phase 
of  which  is  so  vividly  described  by  Henry  New- 
bolt  in  his  "Vital  Lampada": 

"There's  a  breathless  hush  in  the  Close  tonight — 
Ten  to  make  and  the  match  to  win — 
A  bumping  pitch  and  a  blinding  light. 
An  hour  to  play  and  the  last  man  in. 

*  Beck,  "Marching  Manward,"  p.  70. 


92  BOYOLOGY 

And  it's  not  for  the  sake  of  a  ribboned  coat. 
Or  the  selfish  hope  of  a  season's  fame. 

But  his  Captain's  hand  on  his  shoulder  smote — 
*Play  up!  play  up!  and  play  the  game!' 

"The  sand  of  the  desert  is  sodden  red — 

Red  with  the  wreck  of  a  square  that  broke — 
The  Gatling's  jammed  and  the  Colonel  dead. 

And  the  regiment  blind  with  dust  and  smoke. 
The  river  of  death  has  brimmed  his  banks. 

And  England's  far,  and  Honor  a  name. 
But  the  voice  of  a  schoolboy  rallies  the  ranks: 

Tlay  up!  play  up!  and  play  the  game!' 

**This  is  the  word  that  year  by  year. 

While  in  her  place  the  school  is  set. 
Every  one  of  her  sons  must  hear. 

And  none  that  hears  it  dare  forget. 
This  they  all  with  a  joj'ful  mind 

Bear  through  life  like  a  torch  in  flame. 
And  falling  fling  to  the  host  behind — 

'Play  up!  play  up!  and  play  the  game!'  " 


Play  and  work  are  team  mates  in  the  business 
of  socializing  the  boy.  Altruism  is  no  longer  a 
vague  ideal.  The  boy  comes  to  a  period  in  his 
life  when  he  seeks  definite  forms  of  social  service 
and  wants  to  see  results.  "Give  him  respon- 
sibility; couple  him  up  to  the  real  work  of  social 
betterment;  make  him  feel  that  he  is  a  worker 
along  with  you  toward  the  same  ends,  instead 
of   being   himself   the  object   of  your  endeavor 


SOCIAL  9S 

— and  you  need  not  work  to  make  a  man  of 
him.  He  will  make  a  man  of  himself."®  This 
new  desire  to  be  of  service  has  given  him  a  new 
sense  of  power.  He  has  now  definite  recognition 
of  social  values.  He  feels  the  worth  of  unselfish- 
ness. He  is  glad  to  endure  hardships  and  to 
make  sacrifices  for  the  sake  of  others.  The 
secret  of  the  success  of  the  Phi  Alpha  Pi  Fra- 
ternity which  the  author  founded  in  1903  is  the 
following  Covenant: 

"We  believe  the  best  and  happiest  life  is  the 
one  spent  not  for  self,  but  for  others.  With  this 
for  our  ideal,  we  pledge  our  hearty  loyalty  to 
our  fraternity  and  to  its  principles.  We  will 
be  earnest  seekers  after  truth,  we  will  be  friends 
not  only  to  each  other,  but  to  all,  and  we  will 
do  our  utmost  to  advance  in  true  Christian  man- 
hood. We  will  stand  everywhere  and  always 
for  purity  and  manliness,  and  strive  to  make 
our  fraternity  a  power  among  the  boys  of  (name 
city  or  town)." 

"Helping  the  Other  Fellow,"  the  motto  of  the 
fraternity,  is  the  boy's  definition  of  altruism. 
However,  the  natural  esoteric  instinct  of  adoles- 
cence, unless  wisely  directed,  may  become  a  dan- 
gerous social  motive,  as  exhibited  in  many  of 
the  secret  fraternities  and  sororities  which  have 
crept  into  the  public  high  schools.    Exclusiveness, 

«  Weigle,  "The  Pupil  and  the  Teacher,"  p.  63. 


94  BOYOLOGY 

snobbery,  cliquishness  seem  to  be  marked  charac- 
teristics of  these  social  organizations.  It  is  a 
perversion  of  the  gang  spirit,  for,  as  somebody 
has  said,  "If  you  suppress  a  bad  fraternity,  you 
still  have  a  bad  gang/'  The  fact  that  a  number 
of  states  have  legislated  these  fraternities  out  of 
existence,  and  college  fraternities  have  voted  to 
exclude  from  membership  those  who  were  mem- 
bers of  high  school  fraternities,  is  in  itself  a  con- 
demnation of  the  principles  upon  which  they  are 
organized.  High  school  fraternities  and  purely 
social  organizations  are  responsible  for  what  an 
educator  calls  "social  inebriety"  and  parents  are 
to  blame  for  allowing  boys  and  girls  to  take  part 
in  social  affairs  that  destroy  health  and  nerve 
force. 

When  the  social  motive  expresses  itself  in 
service  for  others,  then  society  is  made  better 
and  humanity  receives  an  uphft.  "No  man  liveth 
unto  himself'*;  we  are  indeed  "Every  one  members 
one  of  another."  The  conscience  of  the  older 
boy  must  be  awakened  to  the  duty  of  social 
betterment.  To  be  doing  something  is  the  pas- 
sion of  youth.  One  of  the  fundamental  law^  of 
scouting  is  "To  do  a  good  turn  each  day."  Baden- 
Powell  writes:  "The  boy  has  a  natural  instinct 
for  good  if  he  only  sees  a  practical  way  to  exer- 
cise it,  and  this  'good  turn'  business  meets  it 
and  develops  it,  and  in  developing  it  brings  out 


SOCIAL  95 

the    spirit    of    Christian    charity    toward    his 
neighbor."^ 

Sociologists  tell  us  that  the  highest  form  of 
cooperation  is  choral  singing.  It  is  perfect  team 
work.  Only  as  the  members  cooperate  with 
each  other  will  there  be  harmony  and  the  product 
be  beautiful.  Glee  Clubs  may  become  an  effective 
means  of  developing  social  cooperation  among 
boys.  "Singing  is  the  most  universal  language, 
because  it  is  the  language  of  feeling.  Piety, 
patriotism,  all  the  social  and  domestic  senti- 
ments and  love  of  nature  can  be  thus  trained. 
Teachers  of  singing  have  drifted  very  far  from 
the  intent  of  nature  in  this  respect.  Love,  home, 
war,  religion,  country,  and  rhythm  generally,  it 
is  their  first  duty  to  perform  in  the  heart.  The 
merely  technical  process  of  reading  notes  is  a 
small  matter  compared  with  the  education  of 
the  sentiments.  Their  function  is  to  direct  a 
gymnastics  of  the  emotions,  to  see  that  no  false 
feelings  are  admitted,  to  open  the  soul  to  sympa- 
thy and  social  solidarity.  .  .  .  Melody,  harmony, 
the  dynamism  of  soft  and  loud,  quality  and 
cadence,  are  the  purest  epitome  and  vehicle  of 
the  higher  moral  qualities.  .  .  .  Song  should  ex- 
purgate every  evil  passion  and  banish  care  and 
fatigue.  Even  the  Chinese  call  their  crude  music 
the  science  of  sciences,  and  think  harmony  con- 

7  Scouting,  November  1,  1914. 


96  BOYOLOGY 

nected  with  the  function  of  government  and 
the  state;  as  Plato  said,  *a  reform  in  music  would 
mean  a  political  revolution,'  and  Melanchthon 
called  it  the  theology  of  the  heart.  .  .  .  Aristotle 
said  music  molded  character  as  gymnastics  do 
the  body."« 

Narrow-mindedness  in  a  boy  is  sometimes  due 
to  shyness  or  drawing  away  from  the  society 
of  others,  sometimes  to  devotion  to  a  few  fellows 
of  his  own  temperament.  What  he  needs  is 
social  broadening,  the  meeting  of  people  in  vari- 
ous walks  of  life,  of  varying  religious  and  political 
views,  travel,  and  the  experience  of  camping  with 
other  boys.  A  summer  in  a  well-conducted  boys' 
camp  will  do  much  to  broaden  his  social  horizon. 
By  being  placed  among  strange  boys  and  men 
who  do  not  look  after  his  selfish  comfort  and 
cater  to  his  whims  as  his  mother  often  does, 
he  is  thrown  upon  his  own  resources  and  forced 
to  become  self-reliant  and  considerate  of  others. 
Scores  of  boys  have  returned  home  from  camp, 
new  men  in  every  sense  of  the  word. 

Life's  real  problems  are  social,  its  true  values 
are  those  of  personal  relationship  and  leadership, 

for 

"It  takes  a  soul 

To  move  a  body;  it  takes  a  high-souled  man 
To  move  the  masses,  even  to  a  cleaner  stye: 
It  takes  the  ideal  to  blow  a  hair's  breadth  o£F 


8  HaU,  "Adolescence,"  Vol.  II,  p.  31. 


SOCIAL  97 

The  dust  of  the  actual.     Ah,  your  Fouriers  failed 
Because  not  poets  enough  to  understand 
That  life  develops  from  within." 

— Mbs.  Browning — 
"Aurora  Leigh,"  Book  II. 


The  social  instincts  bring  a  new  sense  of  law. 
Conscience  awakens.  Right  is  conceived,  no 
longer  as  from  an  external  authority,  but  as 
resting  upon  inward  grounds  of  obligation. 
Leadership  of  the  gang  becomes  the  stepping 
stone  to  leadership  of  the  masses.  Boys'  ideals 
of  altruism  develop  into  service  for  country, 
home,  and  the  church — Whence  the  great  need  of 
wise  adult  guidance  during  the  plastic  period 
of  youth.  Choice  of  companions,  choice  of  books, 
choice  of  pictures,  choice  of  music,  choice  of 
sports — all  share  in  determining  ideals  which  be- 
come the  realities  of  manhood.  Low  ideals 
mean  a  low  plane  of  living.  High  ideals  mean 
a  high  plane  of  living.  Society  needs  the  leader- 
ship of  men  who  have  lofty  ideals.  These  leaders 
are  now  in  the  making.  Social  instincts  and 
impulses  of  boyhood  must  be  harnessed  to  altru- 
istic service  and  worth-while  action.  The  Church, 
as  well  as  the  home  and  the  school,  must  realize 
that  it  is  dealing  with  the  future  citizen  who 
must  be  related  to  the  ends  of  social  endeavor, 
as  well  as  a  soul  to  be  saved  for  eternity,  for 


98  BOYOLOGY 

the  only  stuff  in  the  world  out  of  which  you 
can  make  a  man  is  boy  stuff. 

"Give  us  men! 

Men  from  every  rank! 

Fresh,  and  free,  and  frank; 
Men  of  thought  and  reading. 
Men  of  light  and  leading. 
Men  of  loyal  breeding. 
Men  of  faith  and  not  of  faction. 
Men  of  lofty  aim  in  action. 

Give  us  men — I  say  again. 
Give  us  men! 

"Give  us  men! 

Strong  and  stalwart  ones; 
Men  whom  highest  hope  inspires. 
Men  whom  purest  honor  fires. 
Men  who  trample  self  beneath  them. 
Men  who  make  their  country  wreathe  them. 

As  her  noble  sons. 

Worthy  of  her  sires! 
Men  who  never  shame  their  mothers. 
Men  who  never  fail  their  brothers. 
True,  however  false  are  others, 

Give  us  men — I  say  again. 
Give  us  men! 

"Give  us  men! 
Men  who  when  the  tempest  gathers. 
Grasp  the  standards  of  their  fathers. 

In  the  thickest  fight; 
Men  who  strike  for  home  and  altar, 
(Let  the  coward  cringe  and  falter,) 

God  defend  the  right! 


SOCIAL  99 

True  as  truth,  though  lorn  and  lonely. 
Tender — as  the  brave  are  only; 
Men  who  tread  where  saints  have  trod. 
Men  for  country  and  their  God; 

Give  us  men!     I  say  again,  again. 
Give  us  such  men!" 

Bishop  of  Exetbb. 


CHAPTER  V 

Moral  Characteristics 

"life's  more  than  breath  and  the  quick  round  of  blood; 
*Tis  a  great  spirit  and  a  busy  heart. 
We  live  in  deeds,  not  years;  in  thoughts,  not  breaths; 
In  feelings,  not  figures  on  a  dial. 

"We  should  count  time  by  heart-throbs.     He  most  lives 
Who  thinks  most,  feels  the  noblest,  acts  the  best." 

— Bailey. 

Action  is  one  of  the  major  laws  of  boyhood. 
The  proper  field  for  morals  or  moral  sentiment 
is  voluntary  human  action.  Unwilled  action  has 
no  moral  quality.  Activity  is,  to  a  very  large 
degree,  the  test  of  intelligence.  Morality  is  a 
growth  from  within,  rather  than  anything  that 
can  be  put  on  from  without. 

Development  is  an  uphill  process.  The  strug- 
gle between  the  higher  and  the  lower  is  a  war- 
fare in  which  every  boy  must  engage. 

"When  the  fight  begins  within  himself, 

Man's  worth  something.     God  stoops  o'er  his  head; 

Satan  looks  up  between  his  feet.     Both  tug: 

He's  left  himself  the  middle;  the  soul  awakes 

and  grows." 

— Browning. 

100 


MORAL  ioi 

"As  soon  as  the  activities  of  any  being  be- 
come acts  for  ends,  they  have  moral  quality. 
Non-moral  action  is  action  on  the  plane  of  mere 
instinct  or  impulse,  where  consideration  plays 
no  part." 

"It  is  the  consideration,  or  the  end  aimed 
at,  that  makes  an  act  morally  good  or  morally 
bad.  An  act  directed  toward  a  bad  end  is  im- 
moral, though  ignorance  of  its  badness  on  the 
part  of  the  boy  may  modify  our  judgment  of 
his  character.  Similarly,  action  for  any  good 
end  is  moral  action,  though  the  character  of 
the  boy  be  only  partly  expressed  therein.'*^ 

Early  childhood  is  especially  the  period  of 
sensuous  growth,  and  early  adolescence  the 
period  of  deep  moral  and  religious  questionings. 
"To  train  a  boy  in  the  science  of  numbers,  and 
not  to  teach  him  that  he  is  not  to  make  false 
combinations;  to  train  him  in  the  art  of  writing 
and  not  to  teach  him  that  he  is  not  to  forge  his 
employer's  name;  to  train  him  in  the  secrets 
of  chemistry  and  not  to  train  him  to  respect 
his  hidden  and  mysterious  power  over  the  life  and 
welfare  of  his  fellows;  to  give  him  intellectual 
judgment  only,  and  not  to  train  moral  judg- 
ment,'* says  Robson,  "would  be  an  abomination 
and  curse  to  the  world. "^ 


1  Coe,  "Religious  Education,"  Vol.  Ill,  p.  161. 
«  Robson,  "Religious  Education,"  1905,  p.  239. 


102  BOYOLOGY 

Early  boyhood,  say  from  eight  to  twelve  years 
of  age,  is  really  the  formative  period  in  the 
acquirement  of  moral  distinctions.  When  the 
boy  reaches  the  turning  point,  the  teen  period, 
profound  changes  in  mental  as  well  as  physical 
functions  take  place  and  he  enters  the  final 
*  'finishing  period, ' '  that  precedes  maturity.  Moral 
sensibiUties  are  now  quickened,  and  moral  con- 
trol is  needed.  When  he  was  a  child,  fear  kept 
him  many  times  from  doing  wrong,  because  of 
the  i>enalty;  this  was  negative,  but  as  he  grows 
older,  observation  teaches  him  that  there  are 
not  only  bad  acts  attended  with  pain,  but  that 
good  acts  are  expected  and  recognized  or  ap- 
proved. In  this  way  feelings  are  aroused,  and 
moral  sentiment  formed,  as  well  as  moral 
judgment. 

Moral  character  can  be  interpreted  in  terms 
of  tendencies  to  conduct,  and  to  develop  char- 
acter means  to  develop  the  various  capacities 
that  control  or  govern  conduct.  These  controls 
may  be  roughly  grouped  in  three  classes:  First, 
instinctive  control,  or  inborn  tendencies  toward 
certain  types  of  conduct.  The  moral  instincts 
are  indefinite  and  modifiable.  They  impel  boys 
to  form  ideals  and  to  feel  obligations,  but  what 
particular  ideals  they  shall  have  or  what  obliga- 
tions they  shall  feel  is  left  to  be  determined  by  ex- 
perience. Conscience  needs  to  be  educated.  Second, 


\ 

MORAL  103 

habit-control,  or  automatic  tendencies  that  are 
consciously  acquired  and  then  through  repetition 
reduced  to  an  automatic  or  unconscious  basis. 
It  is  here  where  emphasis  must  be  laid.  Third, 
Judgment-control,  or  ideas,  standards,  and  prej- 
udices that  consciously  direct  human  conduct 
in  situations  to  which  habit  and  instinct  are 
inadequate.  This  period  is  during  the  age  of 
from  sixteen  to  nineteen  years. 

Harold  Begbie  in  "Twice  Born  Men"  says, 
"Life  without  conscience  becomes  a  destroying 
animalism,  and  conscience  without  religion  has 
neither  force  nor  justification  for  its  restraint." 
Granting  that  religion  is  the  basis  of  all  morals, 
we  will  confine  ourselves,  however,  in  this  chap- 
ter to  a  presentation  of  the  moral  characteristics 
of  boyhood  and  leave  the  religious  characteris- 
tics for  a  future  chapter. 

The  aim  of  moral  instruction  is  to  teach  the 
boy  to  know,  to  live,  and  to  do  right.  Character 
is  organic.  The  virtues  must  be  built  into  our 
very  system.  "Sometimes  eyestrain  reacts  upon 
the  moral  nature,  and,  if  not  relieved,  may  re- 
sult in  a  permanently  perverted  disposition. 
Boys  become  irritable,  capricious,  obstinate,  bad, 
because  of  physical  weakness.  A  pair  of  glasses 
may  often  prove  a  means  of  grace. "^  Many 
moral    weaknesses    are    traceable    to    physical 

»  Fisher,  "Physical  Education,"  Vol.  IV,  p.  397. 


104  BOYOLOGY 

causes.  Health  is  wholeness  or  holiness  of  body. 
Flabby  muscles  usually  make  for  flabby  morals,  for 
muscles  are  definitely  related  to  feelings.  Muscles 
are  the  organs  of  the  will.  Poise,  control,  and 
deep  feeling  are  intimately  related  with  strong 
muscle.  Moral  energy  has  its  root  in  feeling, 
and  without  this  a  boy  is  not  stirred  to  action. 

When  a  boy  loses  control  of  himself,  you  have 
an  exhibition  of  anger  and  passion  which  leads 
to  abuse  and  intolerance,  pathways  of  control 
are  established  through  the  nervous  system  and 
a  bad  habit  is  formed.  Long  continued  action 
of  the  right  sort  will  result  in  controlled  im- 
pulses, instincts,  and  emotions.  "A  moral  ad- 
vance is  only  made  when  a  thing  is  actually 
done,"  says  Prof.  Butler,  "and  a  new  pathway 
of  discharge  made  in  us."  "We  learn  to  swim 
by  swimming,  not  by  studying  charts  and  dia- 
grams and  mathematical  demonstrations.  We 
learn  the  Ten  Commandments  by  keeping  them, 
not  by  committing  them  to  memory."  Stand- 
ards of  right  doing  are  not  established  by  pre- 
cept but  by  right  living.  Rugby  boys  in  the  day 
of  Dr.  Arnold  were  known  by  their  moral  thought- 
fulness.  Personality  is  woven  into  the  very  fiber 
of  morals,  and  it  was  Dr.  Arnold*s  own  life  of 
sympathetic  thoughtfulness,  rather  than  his  pre- 
cepts, which  really  inspired  the  boys  of  Rugby  to 
be  and  to  live  their  best. 


MORAL  105 

While  all  boys  have  a  moral  conscience,  yet 
what  is  right  and  what  is  wrong  must  be  taught 
to  them  the  same  as  other  facts.  The  best 
place  to  teach  morals  is  in  the  home,  but  unfor- 
tunately modern  home  conditions  are  such  that 
the  moral  training  of  boys  is  complex  and  diflS- 
cult.  Moral  obligation  or  "oughtness'*  is  essential 
in  creating  moral  sentiment.  Moral  law,  unlike 
the  law  of  the  state  and  other  laws,  is  not  im- 
posed upon  us  by  external  authority,  but  by 
self.  It  is  internal  and  is  expressed  by  "be  this" 
and  not  "do  this."  Thus  a  boy  becomes  the 
agent  of  his  own  conduct.  "Moral  law  is  distinct 
from  civil  law.  It  is  wider  in  its  application 
and  loftier  in  its  aims.  Many  things  may  be 
legally  right  which  are  morally  wrong.  .  .  .  The 
moral  law  deals  with  motives  or  intentions,  the 
civil  law  with  actions.  You  can  enforce  physical 
actions  by  physical  compulsion,  but  you  cannot 
thus  compel  conviction  and  belief.  The  civil 
law  in  days  gone  by  compelled  a  man  to  go  to 
church,  but  it  could  not  compel  him  to  believe."* 

It  is  during  the  middle  teen  period  of  boy- 
hood, when  thoughtfulness  and  reasoning  are 
maturing,  that  there  is  often  a  serious  break 
between  the  ideals  and  beliefs  of  childhood  and 
those  of  approaching  maturity,  as  well  as  serious 
breaks  between  the  boy  and  his  parents.    Morals 

*  Dexter  and  Garlick,  "Psychology  in  the  Schoohoom,"  p.  270. 


106  BOYOLOGY 

can  no  longer  be  "driven"  or  "nagged"  into 
him,  they  must  now  express  themselves  from 
within  outward.  He  now  becomes  the  general 
manager  of  his  own  moral  conduct.  The  moral 
nature,  which  is  inborn,  is  now  coming  to  its 
own,  and  the  boy  recognizes  not  only  a  personal 
standard  of  morals,  but  a  common  standard  of 
morals  as  well,  and  that  there  are  obligations 
which  he  cannot  lightly  brush  aside.  "The 
adolescent  period  brings  a  greater  sensitiveness 
to  social  relations,  which  gives  the  basis  for  a 
more  direct  interest  in  moral  relations."  While 
parents  and  teachers  may  instruct,  yet  the  boy 
must  by  experience  work  out  his  own  ideas  and 
translate  them  into  self-governing  laws.  The 
initiative  must  come  from  within.  Knowledge 
of  a  moral  law  is  non-effective  unless  there  is 
energizing  power  or  driving  force  within  the  boy 
to  enforce  and  obey  it.  "The  function  of  desire 
in  the  moral  life,"  says  John  Dewey,  "is  to  arouse 
energy  and  stimulate  the  means  necessary  to 
accomplish  the  realization  of  ends  otherwise 
purely  theoretical  or  esthetic."  If  the  early 
training  of  the  boy  has  been  sane  and  whole- 
some, the  appeal  of  conscience,  which  has  been 
defined  as  "reason  concerned  with  moral  issues," 
will  be  obeyed.  "When  I  was  a  child,  I  talked 
like  a  child,  felt  like  a  child,  reasoned  like  a  child : 
when  I  became  a  man,  I  put  from  me  childish 

/ 


MORAL  107 

ways."  (1  Cor.  13:11.)  Becoming  a  man,  or 
crossing  the  threshold  into  the  long-desired 
Canaan  or  "Manland"  is  a  period  which  every 
boy  longs  for  and  eagerly  anticipates. 

During  this  period  respect  and  affection  will 
serve  as  powerful  restraints  against  wrong  con- 
duct, rather  than  "nagging,"  "scolding,"  or  even 
rewards  and  prizes.  Appeal  constantly  to  his 
highest  motives  and  ideals.  Obedience  may  be 
taught  without  a  code  of  "don'ts"  and  pro- 
hibitions, for  a  boy  is  not  a  "sort  of  croquet 
ball  that  must  be  forced  through  certain  wickets 
by  the  insistent  use  of  the  mallet  of  authority, 
which  expresses  itself  in  Don't."^  Let  a  father 
share  the  life  of  obedience  with  his  boy.  The 
firm  of  "Father  and  Son"  should  now  be  estab- 
lished upon  a  definite  basis,  a  firm  dealing  in 
everything  that  equips  for  physical,  social,  men- 
tal, moral,  and  religious  manliness.  This  new 
situation  of  cooperative  partnership  in  life  making, 
may  mean  a  serious  readjustment  in  living  on 
the  part  of  the  senior  member  of  the  firm,  for 
the  junior  member  will  require  skilful  handling, 
but  the  father  who  can  keep  in  step  with  his 
boy  will  never  experience  the  pain  of  the  ever- 
widening  gap  which  many  fathers  find  between 
themselves  and  their  boys. 

Wundt  classifies   standard  regulations,   moral 

6  Beck,  "Marching  Manward,"  p.  92. 


108  BOYOLOGY 

principles,  or  maxims,  into  three  groups,  as 
follows : 

I.  Principles  relating  to  self — 

(1)  So  act  as  to  preserve  thy  self-respect. 

(2)  Fulfil  all  thy  duties  to  others. 
n.  Principles  relating  to  Society — 

(1)  Respect  thy  neighbor  as  thyself. 

(2)  Serve  the  community  in  which  thou 

livest. 
m.  Principles  relating  to  humanity — 

(1)  Feel  thyself  to  be  an  instrument  in 

the  service  of  the  moral  ideal. 

(2)  Sacrifice  thyself  for  the  end  thou 

hast  recognized  to  be  thine  ideal 
task. 

"Out  of  these  unchanging  imperatives  there 
grow  all  minor  rules  and  maxims  of  life;  from 
them  we  can  deduce  the  relative  validity  of 
each,  and  explain  all  duties,  ends,  and  mottoes. 
Here  we  can  find  the  true  meaning  of  the  advice 
of  Polonius  to  his  son: 

"To  thine  own  self  be  true. 
And  it  must  follow,  as  the  night  the  day. 
Thou  canst  not  then  be  false  to  any  man  " 

for  the  self  of  every  man  is  a  social  one,  getting 
its  significance  from  its  relation  to  others.  To 
be  true  to  self,  then,  is  to  be  true  to  the  social 
self  that  society  has  created.     Even  the  lower 


MORAL  109 

aspects  of  moral  life  are  therefore  dependent 
on  the  higher."® 

The  youth  always  demands  a  rational  basis 
for  morality  and  it  is  the  business  of  his  home 
and  his  teachers  to  give  him  that  basis.  Throttled 
investigation  and  shackled  thought  have  caused 
moral  atrophy  in  many  boys,  particularly  older 
ones.  Work  out  carefully  with  the  boy  these 
principles  of  Wundt  and  help  him  to  understand 
the  reasonableness  of  living  a  moral  life. 

This  may  be  accomplished  by  instruction 
such  as  is  suggested  by  the  Moral  Education 
League,  London,  England,  which  the  author  has 
taken  the  liberty  of  adapting  to  needs  of  boys. 

BOTS  FROM  12  TO   14  TEARS: 

Cleanliness  in  person  and  clothing,  in  home,  school  and 
street,  disease  caused  by  uncleanliness,  bad  air,  impure 
water,  etc. 

Manners.  Courtesy  and  respect  toward  all,  decency 
and  refinement  of  speech,  sincerity  in  manners — avoidance 
of  mere  formality,  thoughtfulness  toward  others,  respect- 
fulness toward  the  aged,  women  and  girls,  table  etiquette, 
politeness,  punctuality,  etc. 

Truthfulness  in  speech,  in  exactness,  promises,  con- 
fidence, love  of  truth  for  its  own  sake,  danger  of  com- 
promising with  error,  its  injurious  eflFect  on  character, 
living  for  truth,  readiness  to  receive  new  truths. 

Courage.  Moral  courage  in  speaking  the  truth,  in 
enduring  ridicule,  and  in  being  true  to  one's  convictions, 
chivalry,  devotion  of  the  strong  to  the  weak,  manliness, 
heroism  in  the  duties  of  every  day  life.  Follow  good 
example  and  resist  bad  example. 

Honesty  in  judging  one's  own  conduct,  in  giving  others 
their  due,  preserving  and  protecting  property  at  home» 

«  DeGanno,  "Religious  Education,"  1904,  p.  145. 


110  BOYOLOGY 

at  school,  in  public  parks,  etc.  In  work:  restoration  of 
lost  property,  etc. 

Thrift.  Money:  its  uses  and  abuses.  Importance  of 
economy  in  little  things,  time,  energy,  etc.  Avoidance  of 
extravagance,  and  wastefulness.  Temperance  a  form  of 
thrift. 

Order.  The  value  of  system.  "A  place  for  everything  and 
everything  in  its  place."  Value  of  punctuality  and  prompt- 
ness.    Evils  of  disorder  in  the  home,  school,  and  street. 

Perseverance.  In  work:  hard  and  distasteful  tasks, 
mastery  gained  in  perseverance.  In  play:  in  fighting  out 
a  lost  game.  In  forming  good  habits  and  overcoming  bad 
ones.     In  self-improvement.     In  well-doing. 

Justice.  The  love  of  justice;  the  resolve  to  be  just 
to  others,  even  when  public  opinion  is  against  us.  Mercy. 
Just  and  unjust  relations  between  employers  and  em- 
ployed; between  government  and  peoples.  The  rights  of 
animals. 

Generosity.  Forgiveness,  remembering  our  own  faults. 
Forbearance.  Charitableness  in  thought.  Rejoicing  at 
another's  success. 

The  Family.  What  we  owe  to  the  home.  Duties  to- 
ward parents.  Relations  between  brothers  and  sisters. 
*'Give  and  take."  Mutual  service  in  the  home,  politeness 
and  consideration  in  dealing  with  servants. 

Social  Organization.  Individual  and  collective  owner- 
ship. Responsibilities  of  ownership.  Care  of  our  clothes, 
books,  etc.  Respect  for  the  rights  of  others.  Coopera- 
tion in  the  home,  in  trade,  in  professions,  between  citi- 
zens, etc. 

Patriotism.  Love  of  country;  national  emblems.  Duty 
we  owe  to  our  country;  how  we  may  serve  our  country. 
Law  and  order. 

Work.  Pride  in  thorough  work.  Use  of  leisure  time. 
The  value  of  work  in  overcoming  difficulties,  etc. 

Boys  fhom  14  to  16  years: 

Self-respect.  Honoring  the  best  that  is  in  us.  Impor- 
tance of  self-respect  in  act,  word,  and  thought.  Self- 
respect  undermined  by  servility  and  eye  service.  Regard 
for  self-respect  of  others.  Moral  dangers  that  follow  any 
loss  of  self-respect.  "Toadyism"  and  snobbishness.  The 
need  for  a  higher  standard  of  self-respect. 


MORAL  111 

Justice.  In  judging  others  to  make  allowance  for 
temperament,  and  for  their  ignorance,  temptations,  and 
prejudices.  To  redress  wrongs  and  champion  the  right. 
A  knowledge  of  magistrates,  their  duties  and  respon- 
sibilities. Courts  of  justice:  their  constitutions,  value, 
and  limitations.     Equality  of  all  before  the  law. 

Work.  The  necessity  for  and  dignity  of  labor.  Hum- 
drum work.  Systematic  and  strenuous  labor,  its  bracing 
effect — physical,  intellectual,  and  moral;  the  demoraliz- 
ing effect  of  idleness.  Earning  a  living;  responsibilities 
and  social  value  of  different  pursuits.  The  wealth  of  the 
country:  how  it  is  produced.  Work  as  a  sure  expression 
of  the  worker's  character. 

Thrift.  Forethought  enables  us  to  provide  for  unfore- 
seen events  and  difficulties,  strengthens  independence, 
promotes  self-improvement,  and  enables  us  to  advance 
worthy  causes. 

The  Will.  The  training  of  the  will.  The  right  to  be 
done  intelligently.  Moral  laziness,  indecision,  putting  off, 
gradual  deterioration. 

Patriotism.  The  vote,  its  nature  and  responsibilities; 
the  ballot.  The  machinery  of  government  and  the  duty 
of  the  individual  citizen.  True  patriotism,  devotion  to 
our  country's  highest  interests.  America's  greatness  and 
her  obligations  to  other  nations. 

Peace  and  War.  Duty  of  citizens  when  war  threatens: 
control  of  passions  and  avoidance  of  panic.  War,  when 
justifiable;  self-defense  against  aggression.  In  support 
of  oppressed  peoples.  The  evils  of  war.  The  value 
of  peace. 

Recreation.  The  need  for  recreation  and  pastimes. 
Games  as  an  outlet  for  friendly  rivalry  and  emulation. 
Value  of  play  as  a  socializing  factor.  Hobbies.  The 
development  of  the  body  and  its  powers.  **A  sound  mind 
in  a  sound  body."  The  value  of  athletics  in  developing 
character;  playing  the  game.  Danger  of  giving  too  much 
thought  to  athletics.  Sports,  beneficial  and  injurious; 
avoidance  of  cruelty. 

The  Development  of  Personal  Relationships.  Children  and 
parents,  brothers  and  sisters,  other  relatives.  Friendship, 
choice  of  friends,  loyalty  and  candor  in  friendship,  com- 
radeship. The  duty  of  understanding  those  outside  our 
own  circle. 


112  BOYOLOGY 

Temperance  in  Drink.  Physiological  effects  of  alcohol. 
Effects  of  intemperance  on  the  body,  character,  and 
career.  Effects  of  intemperance  on  the  home,  on  society 
— e.  g.,  lunacy  and  crime.  Value  of  temperance  in  all 
things.     The  same  treatment  in  regard  to  tobacco. 

Honesty.  In  business:  mutual  confidence  essential.  In 
social  and  public  life.  Bribes  and  secret  commissions  in 
commercial  life.  Honest  service  for  wages  paid;  fair  pay 
for  honest  work.     Profession  and  practice. 

Conscience.  The  claim  of  conscience,  individual  and 
social.  The  enlightenment  of  conscience;  the  letter  and  the 
spirit  of  the  moral  law.     The  development  of  conscience. 

Humanity.  Personal  obligation  to  help  the  old,  young, 
weakly,  unfortunate,  oppressed.  Love  for  mankind;  its 
inspiring  power,  self-sacrifice. 

Boys  fbom  16  to  19  tears: 

The  Family.  How  the  separateness  of  the  family  has 
intensified  human  feeling;  joy  and  sorrow  in  the  home. 
Restraints  of  the  home,  their  wholesomeness  and  obliga- 
tions. Family  pride  and  family  honor;  love  of  home. 
The  duties  which  members  of  the  family  owe  to  their 
wider  community,  e.  g.,  neighbors,  locality,  state. 

Social  Organization.  Economic  necessity  for  industrial 
combinations;  collective  bargaining.  Responsibilities  of 
industrial  combinations.  Origin  and  usefulness  of  capital. 
Trades  unions:  scope  and  work,  power  and  danger.  Im- 
portance of  a  high  standard  in  public  opinion;  what  each 
can  do  to  secure  it.  Municipal  and  state  ownership  and 
enterprise. 

Cleanliness.  As  a  type  of  moral  purity — thought, 
word,  deed. 

Honor.  Pledges,  promises,  confidence,  fidelity.  False 
ideas  of  honor:  duelling,  menial  work,  etc.  Acting  honor- 
ably under  the  influence  of  anger,  in  the  midst  of  heated 
contest,  and  while  engaged  in  competition. 

Peace  and  War.  Aggression:  its  injustice  and  evil  con- 
sequences. International  relations;  how  nations  can  help 
each  other.     The  value  of  arbitration. 

Patriotism.  The  sacrifice  of  individual  to  national 
interests;  national  heroes  and  reformers.  Respect  for 
the  nationalities  of  other  peoples.  The  evolution  of  so^ 
ciety;  the  ideal  state. 


MORAL  113 

The  Development  of  Social  Relationship.  The  instinct  of 
sociability  in  insects,  birds,  and  animals,  leading  to — mu- 
tual protection,  social  services.  Exemplified  by  tribal 
savages,  barbarians,  village  communities,  ancient  and 
medieval  cities.  How  tribes  and  states  coalesced  into 
nations.  International  Brotherhood:  the  interdependence 
and  solidarity  of  the  human  race. 

Self-regard  and  Social  Service.  The  two  fundamental 
instincts  in  animal  and  human  nature:  self-preservation 
and  mutual  aid.  Duties  of  self-regard  and  self -develop- 
ment. Dependence  of  the  state  on  the  character  of  its 
individual  citizens.  The  value  of  social  service  to  the 
individual  who  performs  it.  Dependence  of  individual 
welfare  on  the  prosperity  and  good  order  of  the  community 
or  State;  the  existence  and  security  of  private  property 
dependent  upon  protection  by  the  State  and  laws. 

The  Will.  The  duty  of  educating  the  will;  the  value 
of  self-denial  in  little  things.  Persistence  in  right-doing; 
firmness  in  resisting  temptations.  Devotion  to  noble 
aims;  strength,  beauty,  and  nobility  of  character. 

Recreation.  The  use  and  abuse  of  social  entertain- 
ments, dancing,  theaters,  etc.  The  enjoyment  of  the 
beauties  of  nature,  music,  and  the  arts.  The  pleasure 
of  reading.  The  recreative  study  of  science.  Making 
the  means  of  enjoyment  generally  accessible. 

Toleration.  Respect  for  the  opinions  and  religious  be- 
liefs of  others.  Respect  for  all  sincere  opponents.  The 
duty  of  examining  into  the  views  of  others.  Distinction 
between  toleration  and  indifference.  The  growth  of 
toleration.     Magnanimity. 

Betting  and  Gambling.  Factitious  excitement.  Dis- 
honesty of  gaining  money  without  giving  real  value. 
The  demoralizing  effects  of  betting  and  gambling  on 
character.  The  disastrous  effects  of  betting  and  gam- 
bling on  sports,  the  home,  and  national  life. 

Responsibility  of  Older  Boys.  To  prevent  bullying  or 
teasing.  To  put  down  evil  talk.  To  organize  games, 
recreations,  etc.,  for  younger  boys.  To  enforce  school 
rules,  moral  laws,  etc.  Example  of  older  boy  more  in- 
fluential than  precepts  of  adults.  The  far  reaching  future 
effects  of  the  influence  of  older  boys  for  good  or  for  evil. 

Ideals.  The  value  of  an  ideal  for  life;  the  choice  of 
a  calling.     The  danger  of  accepting  the  average  standard 


114  BOYOLOGY 

of  good  as  the  best.  The  growth  of  our  ideal;  childhood, 
youth,  etc.  Perfection  of  character.  Growth  of  social 
ideals;  a  perfected  humanity.  Growth  of  religious  ideals; 
a  perfected  life.     The  retrospect  of  a  noble  life. 

This  syllabus  of  moral  instruction  can  only 
be  of  value  in  helping  the  boy  in  developing 
moral  characteristics,  when  used  in  a  tactful 
and  wise  manner,  and  not  in  a  dry,  mechanical 
manner.  Moral  color-blindness,  and  low  moral 
admirations,  can  only  be  eliminated  from  boys 
through  the  "expulsive  power  of  a  new  afiFection." 
Character  depends  partly  upon  moral  perception 
or  insight,  partly  upon  habit. 

"Doth  not  the  soul  the  body  sway? 
And  the  responding  plastic  clay 
Receive  the  impress  every  hour 
Of  the  pervading  spirit's  power? 

"Look  inward  if  thou  wouldst  be  fair: 
To  beauty  guide  the  feelings  there. 
And  this  soul-beauty,  bright  and  warm. 
Thy  outward  being  will  transform." 

— Bertha  Hasseltine. 

An  act  of  good  moral  character  should  receive 
its  return  of  honor.  "Humanity,"  says  Colin 
A.  Scott,  "is  almost  instinctively  ready  to 
oblige,  to  serve  and  to  receive  honor  from  those 
really  felt  to  be  on  a  higher  level.  And  .  .  .  when 
those  who  are  looked  up  to  by  others  receive 
a  service  without  returning  honor  and  admira- 


MORAL  115 

tion  .  .  .  they  are  meanly  and  proudly  attempting 
a  fraud  upon  human  nature.  If  the  Good  Samar- 
itan cared  nothing  for  the  feelings  that  would 
be  awakened  in  the  traveler  to  Jericho,  but 
was  only  serving  God,  he  missed  the  point." 
It  is  this  failure  of  recognition  of  the  good  within 
the  boy  on  the  part  of  older  people  which  has 
discouraged  many  older  boys  and  made  them 
indifferent  to  the  appeal  of  the  best. 

"The  responsiveness  of  the  soul  and  body  in 
the  domain  of  morals  is  a  law  of  our  nature,  in 
which  are  consequences  of  the  greatest  moment. 
The  soul  can  be  corrupted  by  the  body  and  the 
body  by  the  soul."  As  a  boy  thinketh  in  his 
heart  so  is  he,  therefore  the  mental  association 
with  everything  that  is  pure  and  wholesome, 
means  living  up  to  one's  best.  Dr.  Philip  S. 
Moxom  in  his  "Moral  Education"  says:  "It  is 
a  greater  and  more  difficult  thing  to  live,  in  the 
true,  deep  sense,  than  it  is  to  get  a  living.  Boys 
must  be  made  to  feel  and  then  to  see  that  honesty 
is  better  than  brilliancy,  that  integrity  is  more 
than  riches,  that  good  character  is  a  prize  val- 
uable beyond  the  power  of  all  material  means 
to  measure.  ...  A  clever  intellect  without  a  ten- 
der conscience  makes  a  Mephistopheles.  We  are 
seeking  to  make  men  who  shall  know  their  duty 
to  the  world,  and  have  the  will  to  do  it.  That 
is  an  end  to  call  forth  our  deepest  wisdom  and 


11«  BOYOLOGY 

our  strongest  endeavors.  On  the  achievement 
of  that  end  depends  the  soundness  and  permanent 
prosperity  of  the  nation."  Let  us  see  the  man 
in  the  boy. 

"In  the  acorn  is  wrapped  the  forest. 

In  the  little  brook,  the  sea; 
The  twig  that  will  sway  with  the  sparrow  today 

Is  tomorrow's  tree. 
There  is  hope  in  a  mother's  joy. 

Like  a  peach  in  its  blossom  furled. 
And  a  noble  boy,  a  gentle  boy. 

And  a  manly  boy,  is  king  of  the  world. 

**The  power  that  will  never  fail  us 
Is  the  soul  of  simple  truth; 
The  oak  that  defies  the  stormiest  skies 

Was  upright  in  its  youth. 
The  beauty  no  time  can  destroy 

In  the  pure,  young  heart  is  furled; 
And  a  worthy  boy,  a  tender  boy, 

A  faithful  boy,  is  king  of  the  world." 

— Geoeqe  Shepabd  Bubleigh. 


CHAPTER  VI 

Religious  Characteristics 

"You  hear  that  boy  laughing?     You  think  he's  all  fun; 
But  the  angels  laugh,  too,  at  the  good  he  has  done." 
— Oliver  Wendell  Holmes — The  Boys. 

Underneath  the  fun  and  mischief,  noise  and 
dirt  of  a  boy,  beats  a  heart  that  responds  quickly 
to  the  appeal  of  religion,  especially  if  the  appeal 
is  in  the  form  of  doing  rather  than  being.  Re- 
ligion to  a  boy  means  motive  power  to  give  up 
wrong  and  do  right.  The  Sunday  school  was 
singing,  *T  want  to  be  an  angel  and  with  the 
angels  stand,"  when  Billy's  teacher  discovered 
that  he  was  not  singing.  "Why  aren't  you 
singing,  Billy.^"  asked  the  teacher.  "I'm  sing- 
ing the  way  I  feel,"  responded  honest  Billy. 
Being  an  angel  did  not  appeal  to  Billy,  and  he 
refused  to  tell  an  untruth  even  in  his  singing. 
What  Billy  wanted  to  be  was  a  man,  a  red- 
blooded  man  of  heroic  action,  and  not  a  cherub. 
Rehgion  to  a  boy  is  not  sitting  still  and  being 
good,  it  is  doing  worth-while  deeds.  Somehow 
a  boy  resents  being  called  good,  and  many  times 
he  is  the  other  kind  of  hypocrite  in  that  he 
117 


118  BOYOLOGY 

would  have  you  believe  he  was  bad  when  really 
not  bad.  He  is  the  victim  of  modern  discus- 
sions, in  which  people  seem  to  feel  sorry  for 
the  boy  who  is  not  a  tough  or  a  delinquent. 
The  delinquent  seems  to  get  the  attention,  the 
kind  words,  and  the  flowers,  while  the  really 
first-class  boy  who  lives  a  normal  wholesome 
life  of  right  doing  is  passed  by.  It  is  the  "lonely" 
age  when  the  religious  emotion  instinct  is  at 
its  height.  His  heart  is  hungry  for  the  best, 
but  he  doesn't  always  know  when  or  how  to 
find  it,  and  therefore  he  attracts  attention  by 
bluffing  badness.  The  eariy  adolescent  age,  be- 
tween the  ages  of  twelve  and  sixteen,  is  the 
period  of  misunderstanding,  the  time  when  sym- 
pathy, love,  patience,  hopefulness,  and  firmness 
are  required  from  those  who  are  responsible 
for  him. 

"Ideas  of  Gk)d  and  duty  and  religious  ob- 
servance have  been  external  to  the  child  during 
his  eariier  days,  but  now  they  take  root  in  his 
life  and  have  a  vital  significance.  Heretofore 
they  have  been  embodied  in  precept  or  custom 
in  his  own  playful  imagination.  Now  they 
have  begun  to  be  his  own."^ 

His  "clarification,"  as  Starbuck  terms  it,  occurs 
around  thirteen  years  of  age  when  rehgious 
"forms"  begin  to  lose  attraction  and  the  desire 

1  Starbuck,  "The  Psychology  of  Religion,"  p.  196. 


RELIGIOUS  119 

for  spiritual  life  deepens.  The  religious  awaken- 
ing seems  to  supplement  puberty.  Stature  in- 
creases, "then  muscular  strength  increases;  new 
interests,  new  passions  arise,  new  dangers,  of 
course;  and  it  is  the  time  of  greatest  prevalence 
in  the  line  of  crime.  Later  statistics  show  that 
before  the  close  of  the  years  of  adolescence  most 
of  the  crimes  are  committed — not  the  deepest 
and  darkest  crimes,  but  the  most.  So  that  it 
seems  as  though  good  and  evil  struggle  together 
for  the  mastery  of  the  human  soul  at  no  other 
time  of  life  so  much  as  at  this  time."^  Statis- 
tics also  show  that  if  conversion  has  not  occurred 
before  twenty,  the  chances  are  small  that  it 
ever  will  be  experienced;  that  the  age  of  deepest 
religious  conviction  is  between  twelve  and  four- 
teen years;  the  age  of  conversion  between  sixteen 
and  eighteen  years  and  the  age  of  imiting  with 
the  Church  is  around  sixteen  years. 

When  we  know  that  eleven  men  imited  with 
the  Church  between  the  ages  of  ten  and  twenty- 
five  to  every  one  that  united  with  the  Church 
outside  these  years,  when  we  know  that  hardly 
thirty  per  cent  of  the  Sunday  school  enrolment 
is  made  up  of  boys  and  young  men  in  their 
teens,  then  we  begin  to  recognize  the  need  of 
giving  our  best  thought  and  effort  to  discover- 
ing the  cause  of  these  conditions,  and  earnestly 

*  Hall,  "Principles  of  Religious  Education,"  p.  182. 


120  BOYOLOGY 

seeking  a  remedy.  One  way  of  changing  this 
condition  is  by  the  establishment  of  higher 
standards  of  teacher  requirements  which  will 
enlist  men  who  will  pay  the  price  of  this  par- 
ticular kind  of  leadership,  for  leadership  of  this 
type  costs  more  than  a  mere  desire  and  a  sym- 
pathetic attitude.  The  standard  set  by  G. 
Stanley  Hall  is  not  beyond  reach  when  he  says 
"our  churches  are  coming  to  realize  now  as 
never  before  that  ...  it  requires  higher  talent, 
greater  capacity,  more  genius,  more  full  mastery 
of  knowledge  to  teach  children  than  adults.  .  .  . 
Mastery  in  the  knowledge  of  religion,  sympathy 
with  Christ,  that  makes  us  reaUy  interested  in 
His  mind  and  will,  is  best  tested  by  capacity 
to  lead  and  minister  to  childhood."^ 

K  reUgion,  as  Dr.  Liddon  defines  it,  is  "personal 
communion  with  God,  yielding  fruit  in  action, 
or  the  bringing  spiritual  sanction  to  bear  on 
ordinary  life,"  then  we  cannot  begin  too  early 
to  teach  reUgion  as  a  motive  power  in  a  boy's 
life.  This  cannot  be  done  in  the  phraseology 
and  formulas  of  the  pulpit,  but  through  tact 
and  sympathy  which  will  see  instuictively  how 
to  catch  the  impressionable  moments  in  a  boy*s 
life,  and  then  in  a  few  words,  to  engrave  upon 
the  mind  the  thought  of  a  high  ideal  and  the 
greatness  of  living  a  Christ-controlled  life.    "Boys 

3  Hall,  "Principles  of  Religious  Education,"  p.  189. 


RELIGIOUS  121 

and  grandmothers,'*  says  Kirtley,  "have  the 
same  religion,  even  as  they  may  eat  the  same 
food  at  the  same  table.  But  in  her  that  food 
reappears  in  a  bent  body,  soft,  babylike  flesh, 
beautiful  grey  hair,  and  extensive  wrinkles, 
while  in  him  it  becomes  an  erect  body,  knotted 
muscles,  stubby  hair,  and  smooth  skin.  They 
get  their  religion  in  the  same  way — the  same 
loving  Father,  the  same  gracious  Saviour,  the 
same  instructing  and  inspiring  Bible,  but  in 
one  it  reappears  as  grandmother,  in  the  other 
as  boy."^  Too  long  we  have  been  looking  for  an 
adult  type  of  religious  expression  in  the  boy 
instead  of  a  natural  boy  expression.  A  boy  has 
a  hunger  for  God  as  he  has  for  food  and  friends 
and  fun,  but  he  does  not  always  know  what 
it  means  or  how  to  express  himself.  Objective 
righteousness  is  the  thing  he  is  looking  for  and 
which  we  must  help  him  find.  Religion  to  him 
is  a  life  rather  than  a  philosophy.  Boys  are 
the  greatest  radicals  and  at  the  same  time  the 
greatest  conservatives  on  earth. 

The  instinct  of  worship  is  inherent  in  the 
instincts  of  the  human  race.  Oiu*  ancestors 
worshipped  and  we  inherit,  by  a  race  impulse, 
a  powerful  tendency  toward  religion.  All  men 
from  the  lowest  to  the  highest  have  been  seekers 
after  God.    Plutarch  says:  "I  have  seen  people 

*  Kirtley,  "That  Boy  of  Yours,"  p.  240. 


122  BOYOLOGY 

without  cities  and  organized  governments  or 
laws,  but  people  without  shrines  and  deities  I 
have  not  seen,"  and  Ratzel  says:  "We  cannot 
analyze  a  single  race  on  its  spiritual  side  with- 
out laying  bare  the  germs  and  rootfires  of  re- 
ligion. Ethnography  knows  no  race  devoid  of 
reUgion.** 

A  boy  passes  through  three  stages  in  the 
evolution  of  religious  expression.  The  first  stage, 
up  until  about  twelve  years  of  age,  is  the  im- 
pressionistic period.  Grod  is  a  venerable  man 
seated  in  the  clouds  or  upon  a  great  throne, 
and  heaven  is  a  beautiful  garden  or  a  golden 
city.  He  has  definite  ideas  of  that  which  later 
becomes  vague  and  mystical.  It  is  the  period 
when  he  unquestionably  accepts  statements  by 
those  whom  he  trusts.  His  faith  in  the  great- 
ness and  goodness  of  God,  and  his  dependence 
upon  Him  is  unshakable.  His  religion  is  pure, 
simple,  and  real.  His  first  impression  of  prayer 
which  came  to  him  as  he  kneeled  by  his  mother's 
side  in  the  quiet  of  his  bedroom  and  as  he  saw 
her  bowed  head,  and  heard  her  reverent  tone 
of  voice,  never  can  be  erased  from  memory's 
page.  Here  the  training  of  faith  begins.  It 
is  the  mother's  opportunity  to  begin  to  impress 
upon  him  the  great  truth  that  behind  all  visible 
manifestations  of  life  is  a  great  invisible  Power. 
"Science   may   call   it   Force;   Art   may   call   it 


RELIGIOUS  193 

Harmony;  Philosophy  may  call  it  World  Order; 
various  religions  have  called  it  God,  but  Chris- 
tianity calls  it  *Our  Father.'  "  Says  Mrs.  Harri- 
son: "This  is  an  important  moment  in  his  life, 
the  first  groping  after  the  unseen.  Are  not 
the  great,  the  powerful,  the  lasting  things  of 
life  all  invisible?  Turning  to  nature  for  illustra- 
tions, we  find  the  great  attractive  and  repulsive 
forces  have  thrown  up  the  vast  mountain  ranges 
and  cleft  them  in  twain;  gravitation  has  settled 
their  crumbling  fragments  into  level  plains,  and 
caused  the  water  courses  to  sweep  in  given 
directions;  capillary  attraction  has  drawn  the 
water  up  into  the  seed  cells  and  caused  plant 
life  to  germinate  and  vegetation  to  cover  the 
plains;  chemical  action  and  assimilation  have 
changed  vegetable  and  animal  food  into  human 
blood;  appetites  have  caused  the  human  being 
to  seek  food  and  shelter  and  the  opportunity  to 
propagate  his  kind;  parental  instinct  has  given 
rise  to  family  life;  public  sentiment  has  maintained 
the  sanctity  of  the  marriage  tie  and  the  safety 
of  family  possessions;  business  credit  has  made 
trade  life  possible;  patriotism  has  banded  these 
communities  of  civic  life  into  national  life; 
religion  is  yet  to  unify  the  nations  of  the  earth 
into  one  common  brotherhood.  All  these  are 
invisible  forces.  What  is  the  tribute  paid  to 
character  over  and  above  wealth  and  beauty,  but 


124  BOYOLOGY 

a  tribute  to  the  unseen?  Without  friendship, 
sympathy,  love,  aspiration,  ideality,  what  would 
life  be  worth?"^  "First  impressions  are  the  root- 
fibers  of  the  child's  understanding,  which  is 
developed  later,"  says  Froebel. 

The  boy  naturally  evolves  from  the  first  stage 
into  the  second,  the  p>eriod  when  through  nature 
he  learns  to  find  God  as  the  ever-living  Creator 
and  Ruler  of  the  Universe.  The  very  beauty 
and  grandeur  of  nature  reveal  the  character 
of  God,  for,  says  Martin  Luther,  "God  writes 
the  gospel  not  in  the  Bible  alone,  but  in  trees 
and  flowers  and  clouds  and  stars."  At  Camp 
Becket,  the  writer's  laboratory,  is  a  "Chapel- 
by-the-Lake," 

"A  Cathedral,  boundless  as  our  wonder. 
Whose  quenchless  lamps  the  sun  and  moon  supply. 
Its  choirs  the  winds  and  waves,  its  organ  thunder. 
Its  dome  the  sky," 

where  hundreds  of  boys  have  experienced  the 
nearness  of  God  through  the  mysterious  touch 
of  the  wind,  or  through  gazing  at  the  towering 
mountains  with  their  suggestion  of  strength,  or 
in  the  very  quietness  of  the  eventide. 

A  camp  fire  becomes  a  mighty  factor  in  the 
development  of  a  boy's  rehgious  life.  Not  only 
may  great  moral  lessons  be  taught  as  boys,  with 
the  charm  of  fire-gazing  in  their  faces,  sit  around 

*  Mrs.  Harrison,  "A  Study  of  Child  Nature,"  p.  194. 


RELIGIOUS  125 

the  crackling  wood,  but  through  the  fire  is 
symbolized  the  purification  and  refining  process 
of  life.  "Tried  as  by  fire."  Fire  was  the  emblem 
of  the  gift  of  the  Holy  Spirit.  It  is  the  stim- 
ulant of  the  imagination.  Camping  should  have 
as  its  great  objective  that  of  leading  boys  "through 
nature  to  nature's  God." 

"Nature  worship,"  says  Prof.  Fiske,  "is  often 
an  important  stage  in  the  natural  religion  of 
early  boyhood.  The  growing  love  for  the  beau- 
tiful in  form  and  color,  added  to  the  sense  of  the 
mystical,  centers  the  child  admiration  in  the 
world  of  nature  which  God  has  made  so  beau- 
tiful. Particularly  strong  is  this  religious  im- 
pulse in  early  springtime  in  normal  childhood 
in  the  country.  As  the  miracle  of  the  spring 
resurrection  returns,  the  healthy  boy  often  finds 
keen  delight  in  his  real  communion  with  nature. 
Daily  he  consults  her  oracles,  listens  to  her 
secrets,  and  worships  at  her  shrine.  The  Heav- 
enly Father  has  many  wonderful  lessons  to 
teach  the  growing  boy  just  at  this  time,  and 
unless  the  boy  has  a  chance  to  learn  them,  his 
imagination  is  never  again  so  strong,  his  sense 
of  the  beautiful  dwindles  and  with  it  much  of 
the  aesthetic  power  which  should  enrich  his  heart 
life  with  the  poet's  vision  and  the  artist's  per- 
spective and  proportion.  Just  now  with  a  mi- 
croscope you  may  help  the  boy  to  find  God. 


126  BOYOLOGY 

The  larger  aspects  of  nature,  as  well  as  the  more 
minute,  have  their  grand  messages  for  the  boy 
soul.  Renan  has  reminded  us  that  the  clouds 
and  the  thunder  and  the  mountains  had  a  vast 
influence  in  shaping  the  religious  ideas  of  the 
Hebrews.  ...  It  is  from  the  grandeur  of  nature 
that  we  learn  the  majesty  of  God.  While  the 
clouds  lure  the  boy's  imagination  through  sky 
pastures  of  riotous  fancy  and  suggest  to  him 
the  boundless  riches  of  space,  it  is  from  the 
mountains  he  learns  his  littleness  and  from  the 
thunder  he  learns  his  weakness.  Both  suddenly 
teach  him  to  be  humble  in  the  presence  of  their 
sublimity."* 

Around  fourteen  years  of  age  he  evolves  into 
the  third  stage,  which,  for  the  want  of  a  better 
term,  may  be  called  the  ethical  stage.  There 
now  comes  a  great  longing  for  a  larger  spiritual 
life,  which  must  find  its  expression  in  aspira- 
tions, longings,  adoration,  service,  the  Knights 
of  King  Arthur  or  the  Sir  Galahad  period.  He 
is  beginning  to  outgrow  his  egoism  and  selfishness 
and  his  interests  broaden.  We  must  be  careful 
now  that  religion  does  not  become  a  mere  habit, 
or  automatic,  or  a  dead  formalism. 

Personal  loyalty  and  hero  worship  are  in  the 
ascendency.  He  is  searching  for  a  great  leader. 
"The  only  religion  which  will  appeal  to  him  is 

"  Fiflke,  "Boy  Life  and  Self  Government,"  p.  249. 


RELIGIOUS  127 

one  of  heroism,  endurance,  and  of  powerful, 
lofty,  and  masterful  personality."  "His  king," 
says  Prof.  Tyler,  "must  be  presented  to  his 
mind  as  stronger  as  well  as  better  than  he,  and 
as  altogether  worthy  of  his  unswerving  loyalty, 
obedience,  and  service.  He  will  have  no  other. "^ 
Here  is  the  supreme  opportunity  of  the  teacher 
as  well  as  parent  to  encourage  the  boy  in  his 
natural  decision  to  yield  his  loyalty  and  devo- 
tion to  Jesus  Christ,  the  world's  greatest  hero. 
His  religious  awakening  is  natural,  and  should 
not  be  repressed  but  given  opportxmity  for  ex- 
pression. Conscience  is  now  becoming  his  guide. 
To  make  conscience  robust  instead  of  morbid 
and  hypersensitive  is  the  real  problem.  Help 
him  develop  a  healthy  outward  glance,  take 
advantage  of  his  undaunted  courage  and  ambi- 
tion. The  very  audacity  of  his  faith  and  the 
belief  in  his  ability  to  do  big  things  should  be 
recognized  as  an  asset  rather  than  a  liability. 
Now  is  the  time  for  him  to  harness  to  worth- 
while activities,  this  inner  feeling  for  functioning 
and  this  desire  for  expression  in  service.  "It 
is  the  epoch  of  the  reign,  not  of  cold  judgment, 
but  of  feeling  and  of  the  heart,  'out  of  which 
are  the  issues  of  life.'  Paul,  places  love,  with 
faith  and  hope,  far  above  knowledge,  which 
Vanisheth  away,  for  we  know  in  part.'    Perhaps 

7  Tyler,  "Growth  and  Education,"  p.  185. 


128  BOYOLOGY 

Paul  was  right  after  all.  The  heart  is  often 
fully  as  wise  as  the  head.  Do  not  undervalue 
or  curb  too  closely  his  generous  impulses."® 

Naturally  conversion  follows  his  spontaneously 
religious  awakening,  as  statistics  show  conclusively 
that  "storm  and  stress"  and  conviction  are  close 
kin.  "If  there  is  no  resistance  to  the  great 
expenditure  of  the  new  energy,  then  results  a 
burst  of  life,  fresh  consciousness  and  apprecia- 
tion of  truth,  a  personal  hold  on  virtue,  joy  and 
the  sense  of  well  being;  but  if  there  is  no  channel 
open  for  its  free  expression,  it  wastes  itself 
against  imyielding  and  imdeveloped  faculties,  and 
is  recognized  by  its  pain  accompaniment,  distress, 
unrest,  anxiety,  heat  of  passion,  groping  after 
something,  brooding,  and  self-condemnation.  This 
stage  of  adolescence  is  the  j>eriod  of  most  rapid 
physiological  readjustments,  and  consequently  is 
characterized  by  great  instability."^ 

The  wonderful  narrative  of  the  facts  concern- 
ing the  Welsh  Revival  by  the  late  W.  T.  Stead, 
who  was  at  the  time  the  editor  of  the  London 
Review  of  Reviews  is  significant.  In  it  he  gave 
to  the  public  for  the  first  time  the  account  of 
his  own  conversion  in  1859  at  the  age  of  eleven 
years. 

He  tells  how  one  night  in  bed  he  was  seized 

8  Tyler,  "Growth  and  Education,"  p.  187. 

9  Starbuok,  "The  Psychology  of  Religion,"  p.  227. 


RELIGIOUS  129 

with  an  appalling  sense  of  his  own  sinfulness. 
He  sobbed  and  cried  in  the  darkness  over  his 
wrong-doing.  Then  there  came  to  him  a  pas- 
sionate longing  to  escape  from  condemnation  and 
be  forgiven.  At  last  his  mother  overheard  him, 
took  him  into  her  arms,  and  told  him  comfort- 
ing things  about  the  love  of  God,  and  how  it 
was  made  manifest  by  Jesus  Christ,  who  had 
suffered  in  our  stead,  to  save  us  from  condemna- 
tion and  make  us  heirs  of  heaven.  Mr.  Stead 
says:  "I  have  no  remembrance  of  anything  be- 
yond the  soothing  caress  of  my  mother's  words. 
When  she  left  me  the  terror  had  gone,  and  I 
felt  sufficiently  tranquil  to  go  to  sleep."  A  year 
later  when  he  was  twelve,  his  experience  at 
Silcoates  Hall,  a  private  boarding  school,  is 
interesting,  when  a  half  dozen  of  the  boys  met 
each  day  in  a  summer-house  in  the  garden, 
to  read  a  chapter,  and  pray.  Again,  quoting  his 
words,  he  says:  "Suddenly  one  day,  after  the 
prayer-meeting  had  gone  on  for  a  week  or  two, 
there  seemed  to  be  a  sudden  change  in  the  at- 
mosphere. How  it  came  about  no  one  ever 
knew.  All  that  we  did  know  was  that  there 
seemed  to  have  descended  from  the  sky,  with 
the  suddenness  of  a  drenching  thunder-shower, 
a  spirit  of  intense,  earnest  seeking  after  God, 
for  the  forgiveness  of  sins,  and  the  consecration 
to  his  service.    How  well  I  remember  the  solemn 


130  BOYOLOGY 

hush  of  that  memorable  day  and  night,  m  the 
course  of  which  forty  out  of  the  fifty  lads  pub- 
licly professed  conversion." 

A  few  days  after  reading  this  account  there 
came  in  my  mail  a  letter  from  a  boy  who 
had  just  reached  his  sixteenth  birthday,  a  boy 
who  had  tasted  sin  in  all  its  hideousness,  even, 
for  a  few  hours,  behind  prison  bars.  He  was 
at  a  meeting  which  I  conducted  in  the  city 
where  he  lived,  and  after  a  struggle  he  made 
the  decision  to  accept  Jesus  Christ  as  his  Saviour 
and  Friend.  For  about  ten  days  he  succeeded 
nobly  but  in  a  moment  of  weakness  he  sought 
the  old  gang  and  was  back  in  the  old  ways.  On 
his  birthday  I  wrote  him  a  letter.  This  was 
his  reply: 

"My  dear  Friend: 

I  was  much  surprised  and  very  pleased  to 
hear  from  you  today.  Your  letter  came  just  in 
time  to  strengthen  the  decision  I  had  come  to 
last  week.  Being  inspired  by  the  conference 
meetings  to  win  the  fight  and  become  one  of 
Jesus  Christ's  own  boys.  .  .  .  You  ask  me  in  your 
letter  to  go  to  my  room,  think  the  thing  over, 
and  then  get  down  on  my  knees  and  pray  to 
the  only  One  who  knows  every  thought  in  my 
heart.  I  have  already  done  this.  I  have  lain 
in  my  bed  night  after  night,  thinking  the  matter 
over  and  despising  myself  because  I  could  not 
come  to  a  firm  decision.  Then  I  would  get  out 
of  bed  and  pray  God,  through  the  Saviour,  to 


RELIGIOUS  181 

give  me  strength.  And  now  I  feel  that  my 
prayers  have  been  answered,  as  I  have  come 
to  a  decision,  and  that  decision  is  to  lead  hence- 
forth a  true  Christian  life.  I  have  told  my 
father  and  mother  of  this,  and  they  were  very 
much  pleased,  and  promised  to  do  everything 
in  their  power  to  help  me.  .  .  .  This  is  the  first 
letter  I  remember  having  written  to  anyone 
except  my  parents  and  I  may  not  have  ex- 
pressed myself  as  I  should  wish,  but  I  feel  that 
you  can  understand  my  feelings  when  I  say  I 
have  won  the  great  fight  and  intend  to  remain 
a  winner." 

This  boy,  forty-seven  years  after  the  experience 
of  Mr.  Stead,  was  led  into  a  decision  for  Chris- 
tian living  in  practically  the  same  way — an 
illustration  of  what  is  meant  by  the  psycholog- 
ical moment,  and  the  great  opportunity  for  an 
adult  to  render  the  needful  service.  Parent 
and  teacher  should  be  on  the  alert  to  discern 
this  critical  moment  in  the  boy's  deep  religious 
struggle.  To  help  a  boy  to  win  this  struggle  for 
religious  expression  and  to  decide  for  his  loyalty 
to  Jesus  Christ  and  His  standard  of  living,  is 
a  form  of  life-saving  service  fully  as  important 
as  pulling  him  out  of  a  whirlpool  of  angry  waters. 

Loyalty  to  Jesus  Christ  should  naturally  lead 
to  uniting  with  the  Church.  Through  careful 
guidance  and  instruction,  the  boy  during  the 
age  period  of  fourteen  to  seventeen  years  should 


132  BOYOLOGY 

be  led  to  make  a  public  confession  of  his  alle- 
giance to  Jesus  Christ.  This  should  be  in  a 
normal  manner,  not  by  some  outburst  of  enthu- 
siasm, but  by  an  act  of  the  will.  Decisions  are 
made  in  adolescence.  Expanding  life  compels 
a  youth  to  come  face  to  face  with  many  issues. 
It  will  include  either  uniting  with  the  Church 
or  postponement  until  a  more  convenient  time. 
To  refuse  to  decide  is  in  itself  a  decision. 

The  attitude  of  the  youth  toward  church  mem- 
bership will  to  a  large  degree  be  determined  by  the 
attitude  of  his  parents,  and  older  people  with 
whom  he  is  acquainted.  Many  boys  have  come 
to  this  important  stage  of  their  religious  life, 
only  to  find  a  barricade  to  church  membership 
erected  by  over-cautious  parents  who  believe  he 
is  "too  young'*  or  that  "he  does  not  understand 
what  he  is  doing,"  or  "that  he  may  not  hold 
out."  Here  is  the  cause  of  the  down  grade  of 
many  a  boy,  as  well  as  the  heartaches  of  scores 
of  pastors.  No  matter  what  the  human  mis- 
takes of  the  Church  have  been  in  the  past,  the 
boy  needs  the  Church  and  the  Church  needs 
the  boy.  Prof.  Votaw  puts  it  in  this  manner: 
"I  wish  to  say  that  the  boy  needs  church  mem- 
bership from  the  age  of  twelve  on.  It  is  one 
of  the  greatest  expedients  devised  for  helping 
a  boy  through  the  storm  and  stress  period  of 
life.    BUs  church  membership  may  be,  in  many 


RELIGIOUS  133 

cases  it  has  been,  a  sheet  anchor  to  windward 
holding  him  off  the  rocks.  Belonging  to  the 
Church  during  the  adolescent  period,  holding 
oneself  to  the  pledge  of  membership,  standing 
out  positively  for  the  Christian  life,  seems  to 
me  the  most  important  social,  moral,  and  religious 
relationship  a  boy  can  enter  upon.  The  essential 
thing  is  that  in  the  adolescent  years  he  assume 
the  individual  responsibilities  of  his  life,  put  his 
trust  in  God,  commit  himself  to  God*s  ideal  for 
men,  take  up  such  work  as  he  can  do,  enter 
into  the  larger  relationships  that  now  open  to 
him,  set  himself  to  achieve  the  finest  manhood, 
to  render  the  highest  service,  and  to  make  his 
life  as  great  a  success  as  possible.  He  will  no- 
where find  so  high  an  ideal  as  the  Christian 
ideal;  he  will  nowhere  find  so  much  companion- 
ship and  help  in  his  course  as  among  Christian 
people."^*^ 

Never  criticize  their  church,  the  pastor  or  the 
members  in  the  presence  of  boys,  but  encourage 
them  to  love  their  church,  to  be  loyal  and  full 
of  faith,  ready  to  answer  to  its  great  call  for 
service. 

The  function  of  worship  is  somewhat  over- 
looked in  the  development  of  a  boy*s  religious 
life.  "In  worship,  as  an  expression  of  the  re- 
Hgious   state  of  mind,"   says  Hartshorne,   "the 

^  Hartshome,  "Worship  in  the  Sunday  School,"  p.  22. 


134  BOYOLOGY 

highest  values  are  symbolized  and  sought.  They 
are  here  brought  clearly  to  consciousness  and 
renewed  in  vitahty.  Worship  thus  becomes  a 
means  of  social  control,  for  it  serves  to  cultivate 
and  revitalize  in  the  individual  the  appreciation 
of  objects  which  in  its  best  moments  society  has 
come  to  regard  as  of  the  highest  value."  The 
Church  is  beginning  to  recognize  the  necessity 
of  adapting  its  services  to  the  needs  of  childhood 
and  youth.  The  musical  features,  the  responsive 
readings,  the  prayer,  and  the  spoken  word  all 
appeal  to  him,  especially  when  they  are  so  ar- 
ranged that  action  and  right  living  will  result 
rather  than  mere  formalism. 

When  the  youth  enters  into  his  eighteenth  or 
nineteenth  year,  there  comes  over  him  a  mental 
turmoil.  Doubts  of  beliefs  and  ideals  are  com- 
mon. He  is  now  thinking,  as  well  as  working 
out  his  own  salvation  with  fear  and  trembling. 
He  is  no  longer  a  boy.  The  struggle  for  man- 
hood is  now  on  and  he  is  finding  out  that  the 
conflict  between  good  and  evil  is  no  summer's 
play.  It  cannot  be  evaded.  It  is  now  difiicult 
to  keep  him  in  the  Sunday  school  and  in  church. 
"He  feels  a  revulsion  from  all  sorts  of  religious 
emotionalism  and  you  cannot  touch  him  with  a 
year  of  prayer  meetings,  even  of  the  quiet, 
modern  type,"  observes  Prof.  Fiske.  Boyhood 
visions  have  been  disillusioned — ^he  is  tinctured 


RELIGIOUS  135 

with  a  certain  kind  of  cynicism  and  doubt.  It 
is  during  this  terrific  struggle  for  character — 
Christian  character — that  he  needs  friendship, 
constant,  abiding,  sympathetic  friendship,  rather 
than  criticism.  He  is  now  looking  for  the  real 
thing,  and  honors  above  everything  else  real 
nobility  of  character  that  is  devoid  of  sham. 
He  is  usually  silent  about  it,  for  he  is  afraid  of 
being  misunderstood.  He  has  his  own  ideas  on 
religion  and  plenty  of  doubt  as  well.  Again 
quoting  that  master  interpreter  of  boy-life. 
Prof.  Fiske:  "He  needs  a  rational  basis  for  his 
life  creed,  and  he  needs  it  soon,  or  he  never  will 
get  it.  It  must  be  proved  to  him  in  some  natural, 
undogmatic  way  (or  better,  flashed  upon  his 
intuitions)  that  the  well-rounded  manhood  which 
he  covets  needs  culture  on  the  spiritual  side  to 
complete  its  symmetry.  In  short,  he  needs,  not 
the  effeminate  sort,  but  a  man's  religion,  which 
will  appeal  to  his  whole  manhood.  For  the 
young  man  is  not  all  spirit.  He  has  a  body  to 
keep  strong  and  well,  and  he  welcomes  any 
means  which  will  help  him  in  his  life  problem. 
He  needs  the  right  kind  of  fellowship,  the  heart 
of  good  friendship  and  the  moral  backbone  of 
upright  comradeship.  .  .  .  Above  all  he  needs 
to  be  on  friendly  terms  with  Jesus  Christ.  Give 
him  the  great  protection  of  the  Christ  love,  the 
high  incentive  of  the  Christ  ideals,  the  mighty 


186  BOYOLOGY 

impulse  of  the  Christian  purpose,  the  Christ 
loyalty — with  the  brotherly  comradeship  of  the 
Christian  Church;  and  you  have  armed  him  with 
all  the  panoply  of  God.    He  will  win  his  fight."" 

**A  creed  is  a  rod. 

And  a  crown  is  of  might; 
But  this  thing  is  God: 

To  be  man,  with  thy  might; 
To  stand  straight  in  the  strength  of  thy  spirit 
And  live  out  thy  life  as  the  light." 

— Pbesidbnt  William  DeWitt  Htob. 


11  Fiake,  "Boy  Life  and  Self  Govenunent,"  pp.  268,  269. 


CHAPTER  VII 

Vocational  Characteristics 

**The  world  has  work  for  us;  we  must  refuse 
No  honest  task,  nor  uncongenial  toil: 
Fear  not  your  feet  to  toil  nor  robe  to  soil 
Nor  let  your  hands  grow  white  for  want  of  use." 
— Allen  Palmer  Alleeton. 

What  shall  a  boy's  life  be?  This  is  a  most 
serious  problem  with  both  the  boy  and  his 
parents.  "As  the  twig  is  bent  the  tree  is  in- 
clined," goes  an  old  saying.  Judging  from  the 
large  number  of  vocationally  "bent"  individuals 
in  the  world,  one  is  led  to  believe  that  much 
of  the  bending  was  inclined  downward  during 
the  moldable  period  of  their  youth  or  else,  like 
Topsy,  "they  just  growed,"  whithersoever  in- 
clined. "As  the  boy  is  started  so  the  man  prob- 
ably will  be."  Many  of  the  failures  in  life  as 
well  as  much  of  the  unhappiness  and  discontent, 
and  shall  we  say  crime,  is  traceable  to  our  ap- 
parent inability  to  harness  the  aptitudes  in  the 
boy  to  definite  vocations.  Ask  the  boy  of  today, 
"What  do  you  want  to  become?"   or   "What 

137 


188  BOYOLOGY 

are  you  going  to  do?"  and  invariably  you  get 
the  reply,  "I  don't  know,'*  or,  "Oh,  anything 
that  comes  along,"  or  else  they  plan  to  capture 
a  job  with  big  pay  and  little  work. 

In  answer  to  the  question:  "What  occupation 
or  profession  are  you  going  to  follow  as  a  life 
work?"  375  boys  gave  the  following  replies: 


Undecided 

107 

Electrical  Engineering 

42 

Young  Men's  Christian  Association  Work 

S6 

Business 

29 

Farming  or  Forestry 

19 

Chemistry 

15 

Machinist 

14 

Law 

14 

Civil  Engineering 

IS 

Medicine 

13 

Ministry 

7 

Draughtsman 

7 

Architecture 

6 

Art 

4 

Dentist 

4 

Textiles 

4 

Mechanical  Engineering 

4 

Jewelry  Trade 

8 

Musician 

S 

Accountant 

8 

Journalism 

2 

Carpenter 

2 

Navy 

2 

Army 

2 

Stenography 

2 

Banker 

2 

Insurance 

2 

Cotton  Manufacturing 

1 

Wool  Manufacturing 

1 

English  Professor 

1 

Private  Secretary 

1 

Detective 

1 

VOCATIONAL  139 

Teacher 

Printer 

Mining  Engineer 

Geologist 

Plumber 

Civil  Service 

Clerk 

Embassy  Work 

Marine  Architect 

107  were  undecided.     268  chose  forty  professions,  trades 
and  occupations. 


Ninety  per  cent  of  the  boys  were  over  sixteen 
years  of  age  and  attending  high  school.  They 
were  the  representative  boys  of  86  different 
cities  and  towns  in  two  states.  One  reason 
why  so  large  a  number  were  considering  the 
work  of  the  Young  Men's  Christian  Association, 
was  that  they  were  Association  boys  and  in 
attendance  at  a  conference  of  older  boys  con- 
ducted by  the  Association.  Forty  different 
professions,  trades,  and  occupations  were  named 
by  the  boys.  The  fact  that  107  of  the  375  had 
not  yet  decided  is  evidence  of  the  need  of  voca- 
tional guidance  and  advice  by  parents  and 
schools,  so  that  boys  may  be  steered  away  from 
"blind  alley"  jobs  and  "any  old  thing  that 
comes  along." 

Aptitude  comes  as  much  from  special  training 
as  from  natural  gifts.  Inclination  is  largely  a 
matter  of  desire  and  of  the  will;  it  is  habituated 
desire. 


140  BOYOLOGY 

"Give  the  boy  a  hammer  and 

A  pocketful  of  nails. 
Turn  him  loose  at  making  things — 

Soon  there  will  be  wails. 
Sobs,  then  sniffles — then  he's  out 

Trying  it  anew; 
That's  the  thing  that  counts  in  life — 

Grit  to  see  it  through. 

"Guess  we're  boys  most  all  our  lives; 
Only  sometimes  we 
Lay  our  hammers  down  too  soon. 

Wishing  we  could  be 
Smooth  at  things  as  some  one  else. 

Folks  are  mighty  few 
Who  are  born  all- wise;  the  rest 
Stuck,  and  saw  it  through." 

— Chicago  News. 

To  make  things  is  a  natural  desire.  Working 
with  tools  is  common  among  boys.  A  jack- 
knife  is  a  valuable  p>ossession  to  be  found  in 
the  pK)cket  of  every  normal  boy.  If  this  desire 
or  aptitude  for  working  with  tools  is  encouraged 
or  wisely  directed,  nothing  else  will  so  clearly 
demonstrate  the  difference  between  right  and 
wrong  as  constructive  work,  which  enables  the 
boy  to  discover  for  himself  any  error  which  he 
may  make.  He  learns  to  test  the  result  of  his 
own  work  and  to  despise  inaccuracy.  It  encour- 
ages neatness,  accuracy,  and  honesty.  A  lie 
in  wood  can  be  seen.  Jacob  Riis  once  said: 
"When  I  first  saw  the  Viking  Ship  dug  out  in 


VOCATIONAL  141 

Norway,  the  thing  which  most  impressed  me  was 
the  mark  of  a  lazy  carpenter's  axe  upon  the 
prow  of  the  ship.  He  had  been  too  lazy  to  grind 
his  axe  and  the  record  was  there  plain  to  be 
seen  after  a  thousand  years." 

The  "playing  store"  of  early  chDdhood  soon 
changes  into  the  bartering  and  trading  of  boy- 
hood. A  boy's  pockets  are  the  index  of  his 
wealth.  Fifty-seven  varieties  of  articles  traded  or 
"swapped"  with  other  embryo  merchants,  or 
tradesmen,  may  be  foimd  in  this  wonderful 
treasure  house  of  the  boy — ^his  pockets.  Whether 
he  will  become  the  honest  tradesman  or  a  tricky 
merchant  of  the  future  is  determined  very  largely 
by  the  busmess  ethics  of  boyhood.  Honesty, 
genuineness,  fairness,  and  the  square  deal  are 
business  virtues  first  learned  in  the  school  of 
youth.  A  newspaper  route  has  been  not  only 
a  financial  asset  but  a  means  of  developing  in 
the  boy  the  habits  of  promptness,  accuracy, 
perception,  and  honesty. 

Every  boy  should  be  studied  and  watched. 
Analyze  each  action  and  inclination  and  apti- 
tude. It  will  be  a  great  mistake  to  force  him 
or  hurry  him  to  decide  upon  his  life  work.  "Do 
not  fit  him  to  a  calling,"  says  Fowler;  "find  a 
calling  that  fits  him.  There  are  a  thousand 
means  of  livelihood.  The  boy  has  but  one 
prominent  ability.     Discover  that  ability,   and 


142  BOYOLOGY 

feed  it  with  the  kind  of  food  it  needs,  that  it 
may  develop  into  a  good  thing  for  the  boy  and 
a  good  thing  for  the  community.*'^ 

"Physically  and  mentally  the  human  offspring 
begins  at  the  lower  stratum  of  animal  hfe.  What 
he  will  be,  not  what  he  is,  gives  him  the  right 
of  consequence.  K  he  has  characteristics,  he 
does  not  show  them.  If  he  thinks,  he  does  not 
know  what  he  thinks,  and  therefore  he  presents 
little  perceptible  indication  of  mind — capacity. 
His  only  marked  characteristic,  or  rather,  his 
one  display  of  instinct,  is  a  continual  desire  for 
food.  He  can  eat,  if  food  be  given  him.  He 
doesn't  know  enough  to  forage  for  it.  Unkept 
and  unfed,  he  dies.  To  eat  is  the  substance  of 
his  ambition,  and  when  he  is  not  eating,  or 
trying  to  eat,  he  is  doing  nothing,  or  is  smiling, 
or  crying,  or  sleeping.  He  is  of  importance,  not 
for  what  he  is,  but  for  what  he  may  be,  or  is 
likely  to  be,  or  it  is  hoped  he  will  be.  He  is  a 
Kttle,  round,  helpless,  thin-skinned  lump  of  ex- 
pectation; entirely  helpless,  completely  dependent, 
and  in  a  present  state  of  total  worthlessness. 
Yet  the  maiden  aunt  and  sentimental  mother 
may  think  that  they  see  in  the  just-born  boy 
every  conspicuous  trait  from  every  branch  of 
two  family  trees." 

"When   the  boy  is  a  few  years  old,   family 

1  Fowler,  "The  Boy— How  to  Help  Him  to  Succeed,"  p.  13. 


VOCATIONAL  143 

pride  and  parental  conceit,  correctly  and  in- 
correctly, and  often  dangerously,  discover  in 
him  everything  they  desire  to  discover."  "Up 
to  the  tenth  or  twelfth  year-point,  the  boy's 
physical  condition  deserves  the  first  attention 
with,  of  course,  the  absorption  of  the  *Three  R's* 
of  school." 

"The  boy  now  begins  to  show  some  permanent 
likes  and  dislikes.  The  keen  observer  .  .  .  may 
discover  the  beginning  of  some  definite  charac- 
teristic, or  some  particular  ability,  or  some 
specific  tendency." 

"At  the  age  of  ten  years,  the  boy  is  old  enough, 
and  mentally  strong  enough,  to  begin  to  appre- 
ciate and  to  be  materially  influenced  by  his 
surroundings.  .  .  .  He  is  mature  enough  to  reason, 
he  is  old  enough  to  choose  his  associates  and 
he  does.  He  is  beginning  to  travel  upon  the 
high-road  of  his  life."^ 

It  is  just  here  that  many  times  he  is  left  with- 
out intelligent  guidance  to  sink  or  swim.  For 
at  about  fourteen  y^rs  of  age  there  is  a  great 
outpouring  of  boys  from  school  to  go  to  work. 
Then  follows  the  sad  tale  of  "from  one  job  to 
another"  like  the  rudderless  vessel  upon  the 
great  ocean  of  life.  Do  you  wonder  why?  "The 
time  is  coming,"  says  Everett  W.  Lord,  "when 
we  will  not  allow  a  near-sighted  boy  to  become 

2  Fowler,  "The  Boy— How  to  Help  Him  Succeed,"  p.  18. 


144  BOYOLOGY 

a  chaufiFeur,  a  dull-eared  girl  to  become  a  stenog- 
rapher, a  chronically  careless  youth  to  become 
a  druggist,  or  an  intellectual  lightweight  to  be- 
come a  preacher,"  but  on  the  other  hand,  some 
effort  will  be  made  to  guide  the  boy  of  construc- 
tive mind,  artistic  bent,  and  mechanical  skill 
into  something  which  will  afford  him  a  wider 
range  for  his  powers  than  the  clerical  position 
in  a  candy  shop  or  as  a  soda  water  dispenser, 
which  may  happen  to  be  the  first  opening  he 
finds."^ 

The  home  and  the  school  must  cooperate  in 
helping  the  boy  become  adjusted  to  his  new 
unfolding  environment.  The  power  of  self- 
control  and  self -propulsion  called  "will*'  is  now 
in  process  of  formation.  **The  positive  dislike 
for  book-study  which  comes  at  the  age  when 
it  is  the  tendency  of  the  boy  to  doy  and  not  to 
study,  coupled  with  the  ineffectiveness  of  the 
school  to  meet  the  natural  demand  of  the  boy," 
is  the  cause  of  the  boy's  hunting  a  job.  This 
is  the  reason  why  there  are  16,000,000  boys 
and  girls  in  the  elementary  schools  of  America 
and  only  776,000  in  the  high  schools. 

"If  moral  education  is  to  prepare  for  life," 
says  Edward  Howard  Griggs,  "it  must  train 
both  the  desire  for  earnest  work  and  the  habit 
of  its  performance.  .  .  .  Hard  effort  is  the  one 

» Lord,  "Vocation  Direction,"  p.  10. 


VOCATIONAL  145 

path  to  a  self-control,  positive,  not  negative, 
that  makes  it  possible  for  us  to  trust  ourselves 
and  to  utilize  all  our  forces  for  the  ends  we 
consider  worth  while."^ 

A  boy  needs  help  in  the  choice  of  a  vocation 
along  these  three  lines:  first,  he  should  have  a 
clear  understanding  of  himself,  his  aptitudes, 
interests,  ambitions,  abilities,  resomrces,  and  lim- 
itations; second,  he  should  have  a  knowledge 
of  the  requirements  and  conditions  of  success, 
the  advantages  and  disadvantages,  the  compen- 
sation, opportunities  for  advancement,  social 
standing,  and  peculiar  demands  of  different  lines 
of  work;  third,  he  should  be  clearly  taught  the 
spiritualization  of  work,  the  joy  of  service,  to 
make  the  best  always  the  goal,  not  for  self,  but 
for  the  good  of  humanity,  to  believe  the  mind  of 
the  worker  must  be  set  eternally  upon  the  attain- 
ment of  a  high  spiritual  goal. 

A  boy  is  capable  of  being  reasoned  with,  and 
the  observant  parent  or  teacher  will  watch  for 
every  opportunity  to  talk  with  him  about  the 
prospect  of  a  life  work.  It  is  the  boy  that  finally 
must  make  the  decision  and  not  his  parents. 
Parental  personal  ambitions  for  their  boy  must 
often  be  sacrificed  if  the  boy  is  to  succeed.  Forc- 
ing a  boy  to  take  up  a  business  or  profession 


4  Griggs,  "Moral  Education,"  p.  86. 


146  BOYOLOGY 

if  he  has  no  inclination  or  aptitude  for  it,  is  sure 
to  end  disastrously. 

Close  friendship  and  confidence  will  reveal 
sooner  or  later,  that  which  "in  response  to 
inner  nerve  growths  and  new  features  of  his 
environment,  will  lead  him  to  assert  himself 
most  positively  in  the  direction  of  some  kind 
of  useful  occupation."  What  he  needs  at  this 
time  is  encouragement  and  not  criticism. 

Put  into  the  boy's  hands  to  read,  especially 
when  he  reaches  fifteen  or  sixteen  years  of  age, 
such  books  as  "Choosing  a  Career,"  by  Orison 
Swett  Harden,  "What  Shall  Our  Boys  do  for 
a  Living?"  by  Wingate,  "Profitable  Vocations 
for  Boys,"  by  E.  H.  Weaver,  or  some  sanely 
written  book  which  will  stimulate  as  well  as 
direct  his  thinking.  Benjamin  Franklin  in  his 
autobiography  says  of  his  father  "that  he  there- 
fore sometimes  took  me  to  walk  with  him,  to 
see  the  joiners,  bricklayers,  turners,  braziers, 
etc.,  at  their  work,  that  he  must  fix  my  inclina- 
tion, and  endeavor  to  fix  it  on  some  trade  or 
other  on  land." 

Freedom  is  needed  as  well  as  flexibility  in 
helping  a  boy  decide  his  life  work.  If  the  boy 
enjoys  working  with  the  soil  and  outdoors, 
better  than  any  other  kind  of  work  and  has 
a  desire  to  be  a  farmer,  let  him  be  one,  only  im- 
press upon  him  the  advantage  of  being  a  good 


VOCATIONAL  147 

fanner,  and  not  a  mere  drudge;  show  him  that 
being  a  graduate  of  an  agricultural  college  will 
enable  him  to  work  the  land  much  more  intel- 
ligently and  successfully.  With  this  natural 
tendency  to  the  soil,  endeavor  to  arouse  within 
him  a  desire  for  increased  education,  so  that 
he  may  become  a  master  of  the  soil  instead  of 
its  slave. 

A  boy  who  has  an  inclination  toward  business 
should  be  told  of  the  need  of  uprightness  and 
sterling  character  in  business  life,  how  an  educa- 
tion is  essential  to  success,  how  psychology,  soci- 
ology, scientific  salesmanship,  and  economics  all 
enter  into  business  efficiency,  how  personal  effi- 
ciency largely  determines  business  efficiency.  If  he 
is  a  student  and  loves  study,  show  him  the  differ- 
ence between  memorized  learning  and  thinking 
out  a  subject,  how  a  good  sound  body  must 
accompany  a  well-developed  intellect,  how 
knowledge  combined  with  health  gives  power 
and  wealth.  The  boy  who  has  a  decided  prefer- 
ence for  some  profession,  should  be  helped  to 
understand  the  status  of  that  profession,  its 
advantages  as  well  as  disadvantages;  tell  him 
the  bad  as  well  as  the  good,  how  an  education 
is  absolutely  necessary  if  he  is  to  become  some- 
thing more  than  a  mere  member  of  the  profession. 
The  boy's  ability  and  desire  for  building,  the 
instinct  of  workmanship  or  love  of  machinery 


148  BOYOLOGY 

may  cause  him  to  look  favorably  upon  the  trades 
as  a  life  work.  If  so,  point  out  to  him  the  differ- 
ence between  a  mere  worker  and  one  who 
understands  the  scientific  asp>ects,  such  as  the 
application  of  physics,  chemistry,  etc.,  to  the 
trades  and  industries.  By  this  reasoning  process 
direct  his  decision  and  conclusion  rather  than 
force  him  to  become  what  you  want  him  to  be. 
Help  him  to  see  the  value  of  education,  and 
that  no  matter  what  may  be  his  future  voca- 
tion, with  an  education  his  earning  capacity 
will  be  more  than  doubled  and  his  chances  for 
success  trebled. 

In  a  study  of  former  pupils  of  the  Pittsburgh 
schools  made  by  Mr.  Burroughs,  he  gives  the 
following  findings: 

Those  leaving  school  below  the  eighth  grade,  average 
age  14  years  6  months,  started  to  work  at  a  weekly  wage 
averaging  $4.96;  at  the  end  of  four  years  were  earning 
$10.79,  and  after  eight  years  $13.25. 

Those  graduating  from  the  eighth  grade  but  not  going 
to  high  school  started  to  work  at  $5.96  a  week;  four  years 
later  were  making  $13.86,  and  after  eight  years  $16.23. 
Their  ages  averaged  15  years  and  4  months  when  they 
started  to  work. 

High  school  graduates,  average  age  18  years  and  3 
months,  started  at  an  average  pay  of  $10.73  weekly;  after 
four  years  it  went  up  to  $17.77,  and  after  eight  years  to 
$23.44. 

Give  these  facts  to  the  boy,  and  help  him  see 


VOCATIONAL  149 

the  force  of  such  a  statement.  A  great  weak- 
ness in  youth  is  the  spirit  of  discontent,  or  the 
habit  of  moving  aimlessly  from  one  thing  to 
another,  the  unwillingness  to  take  time  to  ,work 
out  a  life  plan,  or  to  stick  to  a  given  task  until 
something  is  accomplished.  The  wise  parent  or 
teacher  will  endeavor  to  get  the  boys  to  see  the 
value  of  "this  one  thing  I  do"  instead  of  "these 
many  things  I  dabble  in"  as  being  the  only  way 
to  develop  concentration.  Perhaps  this  dabbling 
may  be  due  to  adult  insistence  upon  a  boy's  do- 
ing something  for  which  he  has  no  inclination 
and  intuitively  knows  he  is  not  adapted,  and 
therefore  he  starts  out  on  a  term  of  experimenta- 
tion hoping  to  find  the  one  thing  of  absorbing 
interest  to  demand  his  life,  or  he  may  be  the 
victim  of  a  system  of  education  which  insists 
upon  the  boy  being  fitted  to  the  school  rather 
than  fitting  the  school  to  the  boy.  The  attempt 
to  develop  concentration  or  will-power  through 
arbitrary  requirements  has  proven  not  only  a 
failure,  but  is  largely  responsible  for  dishonesty 
in  studies  and  truancy.  Interest  and  aptitude 
are  the  prime  factors  in  the  development  of 
concentration.  Marietta  L.  Johnson,  who  is  work- 
ing out  a  most  interesting  experiment  in  educa- 
tion in  her  school  at  Fairhope,  Ala.,  holds  that 
an  institution  has  no  right  to  ask,  "What  do 
you    know?"      "Where    are   your   credentials?" 


160  BOYOLOGY 

It  should  require  instead,  "What  do  you  need?'* 
"How  may  we  serve  you?"  The  "standards'* 
of  an  institution  are  thus  measured  by  its  ser- 
vices, not  by  its  requirements. 

"Mrs.  Johnson's  standards  are  a  healthy  body,  an  alert 
and  active  mind,  and  a  sweet  spirit.  .  .  .  For  the  health 
of  the  body  there  is  an  out-of-door  activity  adapted  to 
the  development  and  the  strength  and  the  needs  of  the 
child.  For  the  mind  there  are  the  acquaintance  with 
nature  at  first  hand,  the  solving  of  problems  in  the  making 
of  things,  the  controlling  of  forces  and  of  materials,  the 
mastery  of  quantity  in  the  measuring  and  weighing  and 
calculating,  the  learning  of  stories  from  history  and  from 
literature,  with  their  instinctive  dramatization.  There 
is  constant  translation  of  words  into  thoughts  and  actions. 
Finally  the  health  of  the  spirit  is  ministered  to  by  the 
provision  of  'sincere  experiences'  in  relation  to  other 
children  and  in  relation  to  the  forces  and  materials  of 
nature  and  industry.  There  is  joy  in  the  work  because 
the  work  has  meaning.  Mrs.  Johnson  sees  very  clearly 
that  half-hearted  work  is  insincere."* 

Netta  M.  Breckenridge  interprets  this  desire 
for  freedom  in  education  in  her  poem,  "The 
Child  Ciy:" 

"I  am  a  child — oh,  do  not  tie  me  up 

To  schools,  and  desks,  and  books  misunderstood. 
When  I  am  yearning  to  run  out  a-field. 

To  search  the  quiet  of  the  dim,  sweet  wood. 

"And — oh — sweet  Mother — do  not  set  me  sums. 
And  those  stiff,  staring  copies  of  some  word. 
Let  me  count  meadows  full  of  clover  blooms. 
And  learn  the  sweet,  free  singing  of  a  bird. 
»  The  Scientific  American  Supplement,  Nov.  14,  1914. 


VOCATIONAL  151 

"For  I  have  found  a  Teacher  to  my  mind. 
She  whispers  sweet  instruction  when  at  rest 
I  stretch  brown  arms — bare  feet  in  cool,  deep  grass 
That  feels  the  heart  throb  'neath  her  great  warm  breast. 

"Then  when  the  trees,  the  flowers,  the  sky,  the  birds. 
Have  taught  their  true,  strong  lessons,  I'll  come  in 
With  eager,  hungry  questioning,  and  say, 

'The  books — sweet  Mother — quick,  I  must  begin!'  " 

"Spontaneity  is  absolutely  necessary  to  orig- 
inality," says  Dr.  Harden.  "The  enterprising 
side  of  his  nature,  the  enthusiastic,  natural  side, 
is  absolutely  crushed  in  many  a  youth  before 
he  reaches  his  majority.'*** 

Naturalness  and  self-expression  should  be  en- 
couraged instead  of  being  repressed.  If  a  boy 
does  not  show  interest  or  enthusiasm  in  his 
studies  there  is  something  wrong,  for  these  char- 
acteristics are  as  natural  to  a  boy  as  play  is  to 
a  young  dog  or  song  to  a  bird.  It  is  a  very 
easy  thing  to  crush  ambition  and  interest  and 
enthusiasm  in  a  boy.  This  may  be  done  through 
a  lack  of  sympathy,  through  indifference,  or 
through  neglect.  He  is  hungry  for  encourage- 
ment, for  direction,  and  for  leadership.  It  is 
the  duty  of  the  parent  and  the  teacher  to  en- 
deavor to  understand  the  boy,  his  natural  ex- 
pression and  his  bent,  and  then  let  him  know 
your  interest  and  willingness  to  help  achieve 
his  heart's  desire  and  purpose. 

•  Marden,  "Chooeing  a  Career,"  p.  4. 


152  BOYOLOGY 

Statistics  show  that  about  five  out  of  every 
100  boys  go  from  the  public  schools  to  college, 
yet  we  compel  the  other  95  who  do  not  or  camiot 
go,  to  prepare  for  college  just  the  same.  This 
blundering  process  has  caused  many  misfits  in 
life.  Cities  are  beginning  to  feel  the  drain  of 
the  unemployed,  many  of  whom  are  the  products 
of  this  inefficient  system  of  education. 

Recently  some  of  the  thoughtful  citizens  of 
Memphis  made  a  careful  study  of  their  school 
system  and  discovered  that  Memphis  invited 
every  youth  in  the  city  to  become  a  teacher  or 
lawyer,  a  doctor  or  minister,  but  she  encouraged 
none  to  prepare  in  school  for  efficient  service  in 
her  hundreds  of  factories  and  thousands  of 
offices.  They  became  convinced  that  Memphis 
needed  more  skilled  workers  in  her  shops,  fac- 
tories, and  homes  instead  of  university  grad- 
uates, some  of  whom  were  prepared  for  nothing 
more  than  holding  down  an  engineering  job 
tending  a  peanut  roaster.  They  respected  the 
peanut  vender  who  sells  honest  measures  at 
fair  prices,  provided  he  was  unprepared  to 
render  more  useful  service  to  the  community; 
they  also  agreed  that  a  man  who  received  from 
twelve  to  sixteen  years  of  schooling  at  public 
expense  should  make  a  greater  return  to  society 
than  is  possible  as  a  street  vender. 

When  a  boy  leaves  school,  the  world  wants 


VOCATIONAL  153 

to  know  what  he  can  do,  how  well  he  can  do 
it,  and  how  soon  he  can  get  it  done.  This  means 
that  the  school  must  adapt  its  course  of  study 
to  the  needs  of  the  boy,  as  well  as  to  changing 
conditions.  By  their  overcrowded  enrolment, 
manual  training  schools,  technical  schools,  and 
schools  of  applied  art  reveal  the  appreciation 
of  the  home  and  the  boy.  In  these  schools  a 
boy  sees  a  chance  for  self-expression,  or  at  least 
an  opportunity  for  a  "try-out."  The  public 
schools  of  tomorrow  will  incorporate  many  of 
the  ideas  being  tried  out  today  by  private  schools 
such  as  the  Interlaken  School  at  Rolling  Prairie, 
Indiana,  and  by  courageous  municipalities,  as  at 
Gary,  Indiana.  The  future  method  of  impart- 
ing instruction  will  be  through  vizualization;  it 
wiU  be  more  human  and  natural  and  less  book- 
ish and  artificial;  it  will  be  individual  instead 
of  class  work;  it  will  be  made  so  interesting  that 
boys  will  look  upon  education  as  something  to 
be  desired  and  school  a  place  of  delight  instead 
of  something  to  run  away  from;  it  will  teach 
boys  how  to  live. 

"Educational  experts  contend  that  our  schools 
should  be  made  still  more  efficient  in  preparing 
the  youth  of  the  community  for  citizenship,  and 
many  are  reaching  the  conclusion  that  this  may 
be  done  by  devoting  more  time  to  subjects 
which  prepare  students  for  entering  upon  some 


154  BOYOLOGY 

remunerative  pursuit,"  says  John  W.  Curtis,  in 
a  recent  article  on  vocational  education.^  "It 
is  certainly  desirable  that  our  future  citizens  be 
better  workers,  and  that  future  workers  be 
better  citizens.'*  All  are  agreed  that  every  boy 
should  become  a  useful  worker  and  a  reliable 
citizen  and  many  believe  that  manual  training 
is  aiding  materially  in  securing  this  result.  It 
has  afforded  a  means  of  stimulating  the  dormant 
creative  instinct  with  which  most  boys  are  en- 
dowed and  has  aided  in  developing  it  into  cre- 
ative genius,  which  may  be  defined  as  the  ca- 
pacity for  hard  work  or,  as  Edison  says,  is  com- 
posed of  "2  per  cent  inspiration  and  98  per  cent 
perspiration."  This  may  mean  less  Latin  and 
more  civics,  less  of  the  non-essential  and  more 
of  the  essential,  fewer  elective  and  more  selective 
studies. 

In  this  demand  for  a  newer  type  of  vocational 
education  there  is  the  danger  of  neglecting  the 
cultural  side  of  education.  Dr.  David  Snedden 
in  his  book,  "Problems  of  Educational  Readjust- 
ment," divides  education  into  two  parts,  namely, 
vocational  and  liberal,  and  defines  them  briefly 
as  follows:  '^Vocational  education  is  designed 
to  make  of  a  person  an  efficient  producer;  Ub- 
eral  education  may  be  designed  to  make  a  person 
an  efficient  consumer  or  user."    The  great  task 

7  Ctirtis,  Manual  Training  Magazine,  Dec,  1913,  p.  89. 


VOCATIONAL  155 

of  the  school  authorities  is  so  to  harmonize  the 
vocationalizing  and  liberalizing  materials  that  all 
will  work  together  in  developing  the  strongest 
possible  type  of  individual  and  the  best  kind  of 
a  citizen.  "We  are  learning  that  work  and  in- 
dustry are  not  inconsistent  with  culture,"  writes 
William  A.  McKeever,  "but  that  they  are  a 
necessary  part  of  it;  cultured  artisans  as  well 
as  cultured  artists  constitute  a  part  of  this 
new  age  of  progress." 

Motives  are  incentives  to  the  will.  Love  of 
activity,  love  of  power,  love  of  fame,  are  mo- 
tives which  may  be  appealed  to  in  shaping  a 
boy's  future  motives  vocationally.  Make  clear 
to  him  the  difference  between  a  right  and  wrong 
motive.  Many  methods  are  being  used  in  dis- 
covering the  motives  of  a  boy,  such  as  the  "Know 
YourseK"  campaigns  and  personal  interviews 
with  men  who  have  the  ability  of  winning  the 
confidence  of  boys  and  to  whom  they  will  re- 
veal their  problems.  Methods  used  in  dealing 
with  large  numbers  of  boys  are  always  in  danger 
of  becoming  formal  and  automatic,  and  there- 
fore ineffective.  The  method  should  always  be 
a  means  to  an  end,  namely,  the  arousement 
within  a  boy  of  that  spirit  which  will  lead  him 
into  a  larger  life  of  usefulness,  happiness,  and 
service. 

Hanging  upon  the  walls  of  my  library  is  a 


156  BOYOLOGY 

framed  photograph  of  Edwin  Markham,  and 
underneath  in  his  own  handwriting  this  sentence: 
"WTiile  we  are  making  a  living  let  us  not  fail 
to  make  a  life."  WTiatever  the  life  call  may  be 
to  a  boy,  make  sure  that  he  understands  the 
imp>ortance  of  reverencing  his  work  "to  make 
of  it  a  way  of  life.'*  Vocation  then  becomes 
something  more  than  a  means  of  getting  a  liv- 
ing. It  is  this  spiritualization  of  work,  the  joy 
of  service  that  makes  the  livelihood  of  life  worth 
while.  A  boy  cannot  be  impressed  too  early 
in  life  with  the  glorification  of  work,  whether 
mental  or  muscular.  "Seek  ye  therefore  the 
motive  with  its  associating  results  and  all  the 
rest  shall  be  added  unto  you.'* 

"Vocations  are  then  'higher*  or  'lower'  only 
as  they  express  more  or  less  of  the  ideal  and 
consecration  of  the  spirit,  and  any  honest  voca- 
tion may  express  it  all.  Shoes  into  which  a 
man  has  sewn  character  are  worth  wearing; 
they  will  keep  the  water  out.  A  house  into 
which  a  man  has  built  character  is  good  to  live 
in;  it  wiQ  be  weather  tight.  Books  into  which 
a  man  has  written  character  are  worth  reading; 
they  will  contain  sound  thought.**^  This  was 
the  spirit  of  Moses  whose  prayer  to  God  is  re- 
corded in  the  90th  Psalm,  especially  verses  16 
and  17.     "Let  thy  work   appear  unto  thy  ser- 

8  Grigga,  "Self  Culture  through  the  Vocation,"  p.  71. 


VOCATIONAL  157 

vants  and  thy  glory  unto  their  children.  And 
let  the  beauty  of  the  Lord  our  God  be  upon  us; 
and  establish  thou  the  work  of  our  hands  upon 
us;  yea,  the  work  of  our  hands  establish  thou  it." 
To  prevent  greed  and  avarice  and  selfishness, 
so  much  in  evidence  in  the  money  making  of  to- 
day, the  bo^  must  be  taught  from  the  very  start 
the  joy  of  serving  or  doing  some  work  for  no 
other  pay  than  that  of  gratitude  and  love,  ser- 
vice to  be  given  freely,  out  of  the  heart's  de- 
sire, gladly,  without  money  and  without  price. 
There  is  a  saying  in  the  Koran,  that  when  a 
man  dies  the  people  say,  "What  has  he  left 
behind  him.^"  but  the  recording  Angel  says^ 
"What  good  deeds  has  he  sent  before  him?" 

"Let  me  but  do  my  work  from  day  to  day. 
In  field  or  forest,  at  the  desk  or  loom. 
In  roaring  market-place  or  tranquil  room 
Let  me  but  find  it  in  my  heart  to  say 
When  vagrant  wishes  beckon  me  astray, 
'This  is  my  work;  my  blessing,  not  my  doom: 
Of  all  who  live,  I  am  the  one  by  whom 
This  work  can  best  be  done  in  my  own  way.* 

"Then  shall  I  see  'tis  not  too  great,  nor  small: 
To  suit  my  spirit  and  to  prove  my  powers; 
Then  shall  I  cheerful  greet  the  laboring  hours. 
And  cheerful  turn,  when  the  long  shadows  fall 
At  eventide,  to  play  and  love  and  rest 
Because  I  know  for  me  my  work  is  best." 

— Henry  van  Dyke, 


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Slow    growth    in    height    and 

weight. 
Brain  growth  slow. 
Restlessness — energy. 
Coordination  of  muscles — play 

out  of  doors. 
An   energy   storing   period   for 

use  of  next  period. 

Memory  at  its  best. 
Attention  weak. 
Perception  strong. 
Imagination  of  practical  turn. 
Reasoning  developing  rapidly. 
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Suggestibility  strong. 
Will  stronger. 

g 

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muscle. 
Peculiarly  liable  to  disease. 

Impulsive. 

Memory  increasing. 

Perception  keen. 

Curiosity — the  "why"   "how" 

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Imitation  of  adults  strong. 
Suggestibility. 

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No  coordination  of  powers. 
Restlessness. 

Invests  inanimate  things  with 

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Perception  of  concrete  objects 

keen. 
Memory  for  concrete  things. 
Curiosity — the  "what"  stage. 
Imitation  unconscious. 
No  real  thought  power. 
Fanciful  imagination. 
Open  to  suggestion. 

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Sympathy,  love,  affection. 
Crude  sense  of  humor. 
Shyness. 

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Pugnacious  nature. 
Sense  of  right  of  property  de- 
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Altruism  prominent. 
Less  selfishness. 
Love  of  order  increases. 

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Sensitive  "feelings." 
Anger,  pride,  jealousy. 

Desire  for  company  grows  rap- 
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Pugnacious. 

Disregard  for  dress. 

Love  of  order. 

Rebels  against  restraint  of  any 
kind. 

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Anger,  jealousy. 

Sympathy  begins  at  close  to 

three. 
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All  emotions  superficial. 
Fears  are  imaginative. 

Fear  prompts  desire  for  com- 
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Selfishness  common. 
Generosity  sometimes  found. 
Imitates  unconsciously. 

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Health  better  in  most  cases. 

Heredity  asserts  itself. 

Creative  imagination. 

Verbal  memory  but  logical. 

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Doubt  growing  stronger. 

Suggestibility. 

Imitation — becomes  like  ideal. 

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165 


BOOK  n 

GENERAL  CHARACTERISTICS  AND 
OBSERVATIONS 


CHAPTER  VIII 

f 
Taking  His  Measure 

**Flower  in  the  crannied  wall, 
I  pluck  you  out  of  the  crannies, 
I  hold  you  here,  root  and  all,  in  my  hand, 
Little  flower — but  if  I  could  understand 
"What  you  are,  root  and  all,  and  all  in  all, 
I  should  know  what  God  and  man  is." 

— Tennyson. 

It  is  the  unknowable  which  has  always  baffled 
man.  The  most  mysterious  period  in  life  is  the 
period  of  adolescence,  or  the  growing  time. 
The  chief  business  of  a  boy  is  to  grow.  Boy 
stuff  is  the  only  stuff  in  the  world  from  which 
you  can  grow  a  man.  If  the  actual  process  of 
growing  was  as  easy  as  the  building  of  a  house, 
boys  would  be  spared  many  a  "growing  pain;" 
but,  alas!  the  yawning,  the  stretching,  the  kick- 
ing, the  crawling,  the  climbing,  the  running, 
and  the  resisting  he  must  go  through  to  attain 
physical  stature;  then  add  to  all  this  the  mental 
struggle  and  the  pangs  of  social  adjustment  he 
must  undergo  in  the  wonderful  phenomena  of 
growing  into  a  man,  and  you  begin  to  appre- 
ciate the  seriousness  of  the  process  of  growth, 

169 


170  BOYOLOGY 

which  parents  fail  to  understand  and  scientists 
have  not  yet  succeeded  in  making  much  easier. 
Two  skilled  builders.  Nature  and  Nurture,  how- 
ever, are  on  the  job,  one  as  the  architect  and 
the  other  as  the  worker,  a  firm,  which  when  in 
harmony  and  not  on  a  strike,  usually  succeeds 
in  making 

'*Man  of  soul  and  body,  formed  for  deeds  of  high  resolve." 

What  is  a  boy?  George  Allen  Hubbell  de- 
scribes him  as  follows: 

"In  the  language  of  chemistry,  he  is  a  shovelful  of  earth 
and  a  bucketful  of  water. 

"In  the  language  of  physics,  he  is  a  wonderful  machine, 
a  combination  of  various  bands,  cords  and  levers,  ad- 
justed in  due  relation  and  operating  for  a  specific  purpose. 

"In  the  language  of  physiology,  he  consists  of  a  bony 
framework  covered  with  flesh  and  skin,  and  supplied 
with  various  organs  whose  functions  are  to  preserve  the 
life  of  the  individual  and  to  perpetuate  the  species. 

"In  the  language  of  sociology,  he  is  a  unit  in  the  organ- 
ism of  human  society  and  has  his  specific  functions  in 
the  life  of  the  social  whole,  just  as  the  organs  of  the 
body  have  specific  functions  in  the  life  of  the  body. 

"In  the  language  of  psychology,  he  is  a  mind  man- 
ifesting various  phenomena,  all  of  which  occur  in  harmony 
with  law. 

"In  the  language  of  theology,  he  is  the  dust  of  the 
ground  and  the  breath  of  God,  a  spark  struck  from  the 
divine  anvil,  a  life  enclosed  in  a  clod  of  clay,  a  son  of 
the  Most  High,  afar  from  his  Father's  house,  but  when 
true  to  himself,  seeking  his  eternal  home. 


TAKING  HIS  MEASURE  171 

"In  the  language  of  education,  he  is  a  being  constituted 
of  body  and  mind,  a  bundle  of  possibilities  from  which 
the  developments  may  be  marvelous.  He  is  born  in 
weakness,  yet  destined  to  strength;  promising  noble 
things,  yet  often  falling  short  of  fulfillment.  He  is  the 
hope  of  the  good  and  the  great."* 

According  to  the  recent  findings  of  a  German 
scientist,  the  intrinsic  value  of  the  constituent 
elements  of  the  body  of  a  person  weighing  150 
pounds  is  $7.50.  This  value  is  represented  in 
the  phosphorus,  lime,  iron,  sulphur,  and  albumen 
in  a  body.  The  fat  is  worth  about  $2.50;  of  the 
iron  there  is  hardly  enough  to  make  even  a 
small  nail  an  inch  long.  There  is  enough  lime 
to  whitewash  a  pretty  good-sized  chicken  house. 
The  phosphorus  would  be  sufficient  to  put  heads 
on  about  2,200  matches  and  the  magnesium  enough 
to  make  a  splendid  "silver  rain*'  for  a  firework 
display.  The  average  human  body  contains 
enough  albumen  for  one  hundred  eggs.  There 
is  possibly  a  small  teaspoonful  of  sugar  and  a 
pinch  of  salt.  The  whole  is  worth  commercially 
$7.50. 

One  does  not  fancy  the  human  body  as  an 
electrical  dynamo,  but  if  the  heat  and  muscular 
energy  expended  by  an  average  man  of  sedentary 
habits  were  converted  into  electrical  units,  he 
would  find  himself  in  possession  of  quite  a  val- 

1  HubbeU,  "Up  Through  ChUdhood,"  p.  121. 


172  BOYOLOGY 

uable  asset.  It  is  proved  that  a  man  uses  up  about 
two  and  one-half  kilowatt  hours  of  electrical 
energy  in  a  working  day.  Approximately  one- 
half  of  this  amount  is  used  up  to  keep  the  tem- 
perature of  the  body  constant,  while  the  other 
half  is  expended  in  muscular  energy.  This 
amount  of  electricity  may  not  seem  great,  but 
when  one  considers  the  things  that  can  be  done 
when  it  is  efficiently  apphed,  the  power  of  the 
human  body  is  more  clearly  seen.  Two  and  one- 
half  kilowatt  hours  of  electrical  energy  is  sufficient 
to  maintain  four  25-watt  tungsten  lamps  of 
twenty  candlepower  each  for  twenty-five  hours; 
or  heat  an  electric  flatiron  for  six  hours;  run  a 
sewing-machine  motor  for  100  hours;  heat  an 
electric  toaster  for  four  hours;  an  electric  heater 
for  two  hours;  an  electric  curling  iron  for  100 
hours;  run  a  large  fan  for  thirty-two  hours,  or 
warm  a  chafing  dish  for  six  hours.  All  this  is 
accomplished  without  voluntary  effort,  and  merely 
comes  in  the  course  of  the  day's  work,  and  does 
not  represent  the  energy  of  a  laboring  man. 
It  is  an  astounding  revelation  of  the  efficiency 
and  endurance  of  the  human  machine. 

Physicians  have  measured  this  complex  and 
ingenious  human  machine  to  a  dot.  A  normal 
boy,  fifteen  years  or  more  old,  has  200  bones 
and  500  muscles;  his  blood  weighs  25  pounds; 
his  heart  is  nearly  five  inches  in  length  and  three 


TAKING  HIS  MEASURE  173 

inches  in  diameter.  It  beats  70  times  a  minute, 
4,200  times  an  hour,  100,800  times  a  day,  and 
36,792,000  times  a  year.  At  each  beat  a  little 
over  two  ounces  of  blood  is  thrown  out  of  it; 
each  day  it  receives  and  discharges  about  seven 
tons  of  that  wonderful  fluid.  It  is  the  most 
remarkable  pump  in  the  world. 

His  limgs  contain  a  gallon  of  air,  and  he  in- 
hales 24,000  gallons  a  day.  The  aggregate  sur- 
face of  the  air-cells  of  his  lungs,  supposing  them 
to  be  spread  out,  is  20,000  square  inches.  The 
weight  of  his  brain  is  three  pounds  or  more. 
His  nerves  exceed  10,000,000.  His  skin  is  com- 
posed of  three  layers,  and  varies  from  one-eighth 
to  one-fourth  of  an  inch  in  thickness.  The  area 
of  the  skin  is  about  1,700  square  inches  and  is 
subjected  to  an  atmospheric  pressure  of  15 
pounds  to  the  square  inch,  a  total  of  12.7  tons. 
Each  square  inch  of  his  skin  contains  3,500 
sweating  tubes,  or  perspiratory  pores,  each  of 
which  may  be  likened  to  a  little  drain  tile  one- 
fourth  of  an  inch  long,  making  an  aggregate 
length  in  the  entire  surface  of  his  body  of  201,160 
feet,  or  a  tile  ditch  for  draining  the  body  almost 
40  miles  long.  Truly  he  is  "fearfully  and  won- 
derfully" made. 

There  is  a  clever  invention  known  as  the 
"phrenometer"  operated  by  electricity  which 
scientifically  (?)  measures,  delineates,  prints,  and 


174  BOYOLOGY 

delivers  on  a  sheet  of  paper  the  degree  of  develop- 
ment of  every  faculty  of  the  brain. 

Taking  his  measure  in  a  more  popular  way, 
some  one  has  depicted  a  boy  as  "a  complex  piece 
of  machinery  consisting  of 

"I.  One  large  boiler,  conmionly  called  the 
brain,  capable  of  standing  a  very  high  pressure. 

"II.  One  special  sized  furnace,  with  a  capacity 
of  several  tons,  sometimes  spoken  of  as  the 
stomach. 

"III.  Two  powerful  headlights  right  in  front  of 
the  boiler  which  will  not  let  anything  come  in 
their  path  unnoticed. 

"IV.  Five  exhaust  valves,  namely,  two  arms, 
two  legs  and  one  mouth. 

"The  whole  engine  is  put  together  in  such  a 
way  as  to  prove  the  most  powerful  machine 
that  the  world  has  ever  had." 

Thus  physicians  have  measured  him,  psychol- 
ogists have  charted  him,  scientists  have  analyzed 
him,  volumes  have  been  written  about  him, 
libraries  are  filled  with  sound  advice  to  him, 
conferences  innmnerable  have  discussed  him,  but 
he  still  remains  a  complex  problem  and  as  yet 
inaccurately  measured. 

No  matter  how  others  size  him  up,  to  his 
parents  he  is  just  a  lovable,  contrary,  fun-loving, 
patience-provoking  youngster  who  is  always 
wanting  something  ranging  from  "eats"  to  sym- 


TAKING  HIS  MEASURE  175 

pathy,  whose  clothes  are  usually  wearing  out 
or  becoming  too  small  and  whose  bringing  up 
is  the  greatest  responsibility  in  the  world. 

To  help  the  boy  grow  "in  wisdom  and  stature, 
and  in  favor  with  God  and  man,"  is  the  supreme 
function  of  every  parent  and  boys'  worker, 
and  the  person  who  faithfully  and  sympathetically 
guides  the  growing  boy  in  right  paths,  who  meas- 
ures up  to  the  boy's  ideal  of  a  friend,  whose 
life  speaks  louder  than  his  words,  is  performing 
a  greater  service  for  humanity  than  in  the  erec- 
tion of  a  "sky  scraper"  or  the  digging  of  a  canal. 
These  things  perish  with  time,  but  a  boy  is  a 
soul  representing  eternity. 

To  the  psychologist  must  be  granted  the  honor 
of  arriving  nearest  to  the  solution  of  the  boy 
problem.  His  patient  study  and  painstaking 
research  work  have  given  to  parents  and  teachers 
a  new  understanding  of  the  boy:  a  knowledge  of 
the  powers  of  the  mind,  the  emotions  and  im- 
pulses, the  ambitions,  and  the  cause  and  effect 
in  the  development  of  character.  To  his  scien- 
tific knowledge  has  been  added  the  experience 
of  workers — a  happy  blending  of  theory  and 
practice,  which  means  a  square  deal  in  the  fu- 
ture for  misunderstood  boys. 

In  the  endeavor  to  understand  or  "measure" 
the  boy  this  fact  should  always  be  kept  in  mind, 
that  he   is  also   "taking   your   measure."     His 


176  BOYOLOGY 

great  ambition  is  to  grow  into  manhood,  and 
his  conception  of  manhood  he  gets  from  observ- 
ing "grown  ups."  As  he  emerges  from  one  stage 
of  growth  into  another,  he  becomes  more  con- 
scious of  himself  and  of  increasing  powers  within 
him,  he  begins  to  draw  comparisons,  to  discrim- 
inate, to  form  his  own  conclusions.  This  is 
his  divine  right,  but  woe  to  that  individual  who 
has  set  before  the  boy  wrong  standards  of  life, 
who  becomes  a  stumbling  block.  "It  were 
better  for  him  that  a  millstone  were  hanged 
about  his  neck,  and  that  he  were  drowned  in 
the  depth  of  the  sea,"  for  memory  will  always 
mirror  unfaithful  leadership  and  guidance. 

The  thing  which  makes  the  body  worth  more 
than  $7.50  and  has  caused  laborious  and  pains- 
taking research,  is  that  mysterious  something 
called  "life,"  or  the  "soul."  The  visible  mani- 
festation of  soul-life  is  character,  for  the  process 
of  growth  involves  the  development  of  character. 
"As  a  man  thinketli,  so  are  his  head  and  face; 
and  as  in  our  younger  years  we  tend  in  this 
direction  and  that,  so  the  brain  will  develop, 
and  the  bony  structure  will  conform  to  the  needs 
of  the  growth  within."* 

Certain  standards  are  held  before  a  growing 
boy  to  which  he  is  expected  to  measure  up. 
Sometimes    these    standards    are    so    insistently 

2  Fosbroke,  "Character  Reading,"  p.  2. 


TAKING  HIS  MEASURE  177 

forced  upon  him  that  inward  rebellion  soon  be- 
comes outward  rebellion.  A  "model*'  boy  is 
looked  upon  with  disgust  by  a  red-blooded, 
mischievous  boy.  Nothing  so  completely  mad- 
dens a  boy  as  the  holding  up  before  him  one  of 
these  "model"  boys.  In  that  delightful  story 
of  boyhood,  "Penrod,"  by  Booth  Tarkington, 
when  Penrod  is  being  initiated  into  the  mystic 
maze  of  the  dance  by  Professor  Bartel,  he  seems 
to  have  considerable  difficulty  in  acquiring  the 
rhythmics  of  the  waltz,  and  after  his  many  awk- 
ward attempts  to  glide  in  the  right  direction  the 
Professor  calls  out  before  the  class  George  Bas- 
sett,  who  is  the  "Best  Boy  in  the  Town,**  to 
demonstrate  how  it  should  be  done  properly. 
Now  Penrod  had  a  clear  title  of  being  the  Worst 
Boy  in  the  Town  (Population  135,000).  "Teach- 
er's pet,"  whispered  Penrod  hoarsely  to  Georgia 
as  he  passed  by,  after  demonstrating  the  proper 
way.  He  had  nothing  but  contempt  for  Georgie, 
and  of  course  something  happened  later  to  the 
"model  boy."  A  boy  needs  ideals,  not  models. 
Mothers  make  many  errors  of  this  sort.  Fathers, 
having  gone  through  the  experience  of  boyhood, 
know  better,  unless  time  has  shortened  memory. 

The  critical  moment  in  a  boy's  life  is  the  time 
when  he  doffs  the  knee  pants  and  puts  on  long 
trousers.  Mother  wants  to  keep  him  a  little 
boy  as  long  as  possible,  while  he  wants  to  be 


178  BOYOLOGY 

big,  and  many  battles  royal  have  been  fought  over 
what  he  considers  to  be  an  inalienable  right. 
There  are  two  epochs  in  a  boy's  life  which  tug 
hard  at  the  mother's  heart-strings;  one  is  when 
he  has  gotten  too  old  to  wear  the  curls  or  long 
"dutch"  locks,  and  he  "wants  them  cut  off  so 
he  can  go  with  bigger  fellows,"  and  the  other 
when  he  reaches  the  long  trouser  period.  The 
second  epoch  means  even  more  than  the  first, 
both  to  mother  and  boy.  Mother  realizes  that 
her  "little  boy"  is  a  little  boy  no  longer.  It 
is  hard  for  her  to  understand  that  nothing  in 
God's  Kingdom  has  ever  stood  still.  To  him 
it  is  reaching  the  "grown  up"  goal,  an  event  of 
great  moment,  eagerly  and  longingly  anticipated. 
Some  time  ago  a  boy  in  one  of  our  eastern 
cities,  having  reached  what  he  believed  to  be 
the  long  trouser  period,  naturally  broached  the 
matter  to  his  parents,  but  alas,  his  parents  said 
nay,  so  he  appealed  to  his  class  mates  in  the 
high  school.  Though  of  small  stature,  he  was 
a  member  of  the  senior  class,  and  it  was  hu- 
miliating for  him  to  wear  the  knee  pants.  His 
class  mates  in  coimcil  drew  up  the  following 
and  sent  it  to  his  parents: 

Whereas,  Samuel  Smith  having  reached  the  years  of 
discretion,  being  a  senior  in  the  High  School,  desires  now 
to  further  demonstrate  his  dignity  by  performing  that 
feat  known  as  wearing  long  trousers,  and 


TAKING  HIS  MEASURE  179 

Whereas,  his  parental  relative  has  taken  a  determined 
opposition  to  this  proposed  change  of  costume,  therefore 

Resolved,  that  in  the  unanimous  opinion  of  the  pupils 
of  the  Blank  High  School,  said  Samuel  Smith  has  demon- 
strated his  ability  to  wear  above  mentioned  type  of  trousers 
and  has  been  campaigning  along  that  line  all  summer. 

We,  the  undersigned,  therefore  petition  that  recog- 
nition of  the  above  resolution  be  given  by  stern  parent 
in  granting  the  necessary  permission  and  desired  type 
of  trousers. 

It  is  needless  to  add  that  the  long  trousers 
came  and  the  goal  was  reached. 

Some  one  has  called  this  long  trouser  period 
the  "pin  feather  age."  How  significant  is  the 
first  shave!  Well  do  I  remember  my  first  shave! 
The  peculiar  sensation  of  having  cool,  creamy 
lather  artistically  spread  over  my  downy  jaw 
and  upper  lip,  the  electrical  feeling  as  the  steel 
blade  carefully  gathered  up  the  fuzz  with  the 
cool  lather,  the  application  of  hot  towels,  the 
penetrating  aroma  of  Bay  Rum  and  the  fragrance 
of  the  "powder,"  was  a  never-to-be-forgotten 
experience.  Another  notch  had  been  reached 
in  the  measuring  rod  of  manhood. 

Parents  need  have  no  fear  now  about  dirty 
hands  and  face  or  uncombed  hair;  the  problem 
will  be  how  to  keep  the  boy  away  from  the 
mirror,  for  you  are  almost  sure  to  find  a  small 
one  nestling  with  a  comb  in  his  vest  pocket. 
How  important  becomes  the  crease  in  the  trouser. 


180  BOYOLOGY 

and  the  "turn  up"  at  the  bottom,  the  shade  of 
his  tie,  and  the  shape  of  his  hat!  He  is  now  re- 
lieved from  the  tyranny  of  having  mother  buy 
his  clothes,  as  T.  A.  Daly  so  vividly  describes 
it  in  the  following  verses: 

"Mom  always  makes  me  mad  clean  through 

The  way  she  buys  my  clothin'; 
She  always  picks  out  things  fur  you 

That  fills  yer  soul  with  loathin.' 
It's  happened  time  an'  time  again 

When  I  want  something  sporty, 
She  sets  her  mind  on  somethin'  plain, 

'Real  cheap  at  seven-forty.' 
I  try  a  suit  that  fits  me  right — 

A  fit  there  ain't  no  doubt  of — 
An'  blamed  if  she  don't  say:  'Too  tight! 

Too  easy  to  grow  out  of.' 
She  sez  I'm  just  a  'little  brute' 

An'  'drive  her  to  distraction,* 
But  she  ain't  never  bought  a  suit 

That's  gave  me  satisfaction. 

"I  may  be  bad,  but,  Jimminee! 

I  ain't  a  goin'  to  bear  it. 
I  guess  I  know  the  suit  fur  me. 

Since  I'm  the  one  to  wear  it. 
I  kicked  so  hard  to-day,  O  my! 

You  bet  I  jist  raised  thunder. 
An'  she  went  home  an'  told  Pop  I 

Wuz  'gitten  quite  beyond  her.' 
Then  Pop  he  sez  a  word,  sez  he. 

That  filled  my  soul  with  laughter; 
He  sez  he's  goin'  along  o'  me 

To  buy  my  clo'es  hereafter!" 


TAKING  HIS  MEASURE  181 

He  has  now  reached  the  point  of  "exit  Mother" 
and  "enter  Father,"  when  the  comradeship  of 
father  becomes  the  real  means  of  his  measuring 
up  to  manhood's  standards.  Now  is  the  time 
for  father  to  talk  to  him  intimately  of  the 
things  men  must  meet  in  the  busy  world,  the 
temptations,  the  struggles,  the  victories  of  the 
stronger  sex.  One  father  in  telling  of  his  talk 
with  his  boy  said,  "We  discussed  honor  in  all 
its  phases — ^honor  in  finance,  honor  in  the  family 
relations,  and  honor  in  love.  We  dwelt  on  the 
fact  that  money  may  be  used  to  measure  a 
man,  we  were  emphatic  about  the  necessity  of 
being  exact  in  the  smallest  business  matters, 
including  those  that  concern  the  home.  .  .  .  On 
the  last  night  of  our  vacation  we  sat  before  a 
wood  fire  and  talked  of  life  as  the  Great  Oppor- 
tunity. Looking  into  the  flame  we  saw  visions 
of  years  in  which  it  was  possible  to  accomplish 
something  which  would  justify  our  existences. 
My  boy  smiled  in  the  calm,  contented  way 
which  assured  me  that  he  had  lofty  dreams, 
and  would  be  ready  for  the  hand-to-hand  en- 
counter with  the  world. "^ 

**How  beautiful  is  youth!  how  bright  it  gleams 
With  its  illusions,  aspirations,  dreams! 
Book  of  Beginnings,  Story  without  End. 
Each  maid  a  heroine  and  each  man  a  friend." 


»  Carl  Werner  in  The  Outlook,  Oct.  18,  1913. 


mt 


BOYOLOGY 


A  boy  is  capable  of  measuring  up  to  great 
resp)onsibilities.  This  nation  of  ours  was  saved 
by  boys,  just  as  the  great  war  across  the  seas 
is  now  being  fought  by  boys.  According  to 
the  statistics  of  the  United  States  Government, 
of  the  2,500,000  soldiers  enlisted  in  the  Civil 
War,  including  600,000  reenlistments, 

1,159,789  were  under  21  years  of  age 


1,151,438 

844,897 

231,051 

104,987 

1,523 

300 

278 


Well  governed  cities 


18 
17 
16 
15 
14 
13 
12 

efficient  schools,  happy 
homes,  and  vitalized  churches  of  the  future  de- 
pend upon  the  boys  of  today.  Preparation  for 
these  greater  responsibilities  of  the  later  teens 
and  early  manhood  is  made  by  the  sharing  of 
smaller  resx>onsibilities  during  boyhood,  in  the 
home,  in  the  Sunday  school,  in  the  public  school, 
in  the  camp,  in  the  Association,  on  the  play- 
ground. When  the  appeal  of  the  larger  loyalty 
and  responsibility  comes,  he  will  measure  up  to 
the  best  that  is  in  him. 

"Every  boy  who  comes  to  maturity,"  says  T. 
A.  Craig,  'Tias  cost  the  state — that  is  you  and  me 


TAKING  HIS  MEASURE  183 

— one  thousand  dollars.  Some  boys  go  wrong. 
When  a  boy  goes  wrong,  we  not  only  lose  our 
thousand  dollars,  but  we  have  to  spend  another 
thousand  to  protect  ourselves  against  him." 
Responsibihty  inspires  a  boy  to  measure  up  to 
his  best  and  naturally  prevents  wrong  doing. 
Standards  of  right  doing  are  established  also  by 
a  knowledge  of  evil,  just  as  the  value  of  fresh 
air  is  taught  by  being  told  something  of  the 
evil  of  the  lack  of  it.  Ignorance  of  the  dark 
and  seamy  side  of  life  is  not  always  a  help  to 
boys  who  are  on  the  edge  of  a  world  in  which 
good  and  evil  are  mixed.  If  boys  are  to  be 
equipped  with  permanent  standards  of  productive- 
ness and  to  measure  up  to  their  potentialities, 
they  must  be  given  hard  things  to  do,  they 
must  be  saved  from  the  sin  of  selfishness  through 
service  for  others,  and  the  parent  or  friend  who 
can  guide  them  into  paths  of  right  doing  will 
ever  be  remembered.  Memory  never  forgets  the 
friends  of  boyhood.  "I  had  a  friend*'  is  the 
secret  of  the  manly,  virile  character  of  many 
men. 

"Earth's  future  glory  and  its  hopes  and  joys 
Lie  in  the  hearts  and  hands  of  growing  boys. 
The  world  is  theirs,  to  do  with  as  they  will; 
The  world  is  theirs,  for  the  good  results  or  ill. 
We  soon  must  give  into  their  outstretched  hands 
The  mighty  issues  of  our  changing  lands. 


184  BOYOLOGY 

In  Earth's  large  house  they  soon  shall  take  their  place, 

A  menace  or  a  glory  to  the  race. 

Tremendous  issues  on  Time's  threshold  wait; 

We  need  strong  men  to  guide  the  Ship  of  State 

Into  the  harbor  of  the  next  decade. 

Look  to  the  boys  from  whom  strong  men  are  made." 


CHAPTER  IX 

The  Language  of  the  Fence 

"There  was  a  child  went  forth  every  day  and  the  first 
object  he  looked  upon,  that  object  he  became,  and  that 
object  became  part  of  him  for  the  day  or  a  certain  part 
of  the  day,  or  for  many  years  or  stretching  cycles  of 
years." — Whitman. 

The  language  of  the  fence  speaks  more  effec- 
tively in  the  molding  of  sentiment  and  morals 
among  boys  than  does  the  eloquence  of  the 
pulpit.  A  piece  of  chalk  in  the  hands  of  an 
evil-minded  boy  will  cause  the  fence,  side  wall 
of  a  house,  and  even  the  pavement  to  blossom 
forth  in  pictures  and  language  which  the  law 
forbids  tongue  to  utter  or  artist  to  paint.  This 
language  is  but  the  reflection  of  the  thought  life 
of  the  boy.  As  the  boy  grows  older  these  thoughts 
become  actions  and  society  receives  a  shock. 
Frequently  a  school  house  may  be  located  by 
the  language  chalked  on  nearby  fences,  and 
walks.  It  is  appalling  how  thoroughly  even 
immature  boys  and  girls  understand  this  lan- 
guage.    It  is  a  language  not  printed  in  books 

185 


186  BOYOLOGY 

but  passed  on  from  community  to  community 
in  about  the  same  way  as  marble  playing,  and 
the  games  of  youth.  The  only  difference  in 
each  community  is  the  degree  of  vileness.  Coun- 
try villages  frequently  exhibit  more  shocking 
drawings  and  sentences  of  filthy  verse  than  the 
congested  sections  of  the  city.  A  traveler  from 
Maine  to  California  will  not  find  a  community 
where  "the  language  of  the  fence"  cannot  be 
seen  and  read. 

The  preponderance  of  its  influence  is  evidenced 
by  the  records  of  the  Juvenile  Courts.  The 
crimes  of  manhood  begin  during  the  habit-making 
period  of  youth.  A  mental  photograph  of  the 
fence  language  was  made  through  the  lens  of 
the  eye,  thought  was  stimulated,  and  action 
determined.  Through  a  succession  of  uncon- 
trolled thoughts,  habits  were  strengthened  and 
hardened,  until  the  mature  criminal  was  pro- 
duced. Why  are  parents  so  blind  and  com- 
munities so  self-centered  upon  material  progress 
and  success  that  they  cannot  read  the  language 
of  the  fence,  or  see  its  effect  upon  these  citizens 
of  tomorrow?  Why  are  boys  and  girls  per- 
mitted to  be  taught  by  others  the  vile  names 
given  to  parts  of  their  body  before  first  learning 
their  real  names  from  their  Grod  appointed 
teachers — ^Mother  and  Father.? 

With  a  view  to  verifying  these  statements  I 


THE  LANGUAGE  OF  THE  FENCE    187 

interviewed  288  boys,  all  of  whom  were  fifteen 
years  of  age  and  over  and  who  represented  good 
homes — ^homes  of  culture  and  education — in  about 
forty  different  cities  and  towns.  The  answers 
to  my  first  question,  "How  old  were  you  when 
you  were  first  told  by  anyone  about  sex  mat- 
ters?" is  shown  in  the  following  tabulation 
and  chart. 

Age         4     5  6  7     8     9  10  11  12  13  14  15  16  17  18 

No. 

boys        2  10  5  1  25  13  40  26  56  29  37  21     7     2     2 

My  second  question,  "From  whom  did  you 
first  receive  such  information?"  revealed  the  fol- 
lowing: 

From  Mother 75 

"      Father 9 

"      Other  adults 45 

"      boys 144 

"      Girls 15 

288 

My  third  question,  "What  was  the  character 
of  the  information,  pure  or  impure?"  brought 
out  the  fact  that  whenever  the  parent  was  the 
first  teacher  in  the  boy's  school  of  life,  the  in- 
formation was  naturally  pure,  but  when  the 
"other  boy"  was  the  instructor  the  information 
was  of  the  vilest  sort.  It  was  only  after  twelve 
years  of  age,  when  older  boys  of  the  right  sort 


188 


BOYOLOGY 


A6E,4   5   e   7    6   9_I0JI    12  13  14  15  16  17    18 

The    age    when    boys    received    first    information 

on  matters  op  sex 

288  boys  replied  to  the  questionnaire 


THE  LANGUAGE  OF  THE  FENCE    189 

became  Big  Brothers,  and  saw  the  need  of  cor- 
rectional advice  that  the  information  given  by 
boys  was  pure.  The  adults  and  parents  came 
into  the  boy*s  life  too  late.  His  mind  was  al- 
ready poisoned  and  his  habits  formed.  One 
boy  said,  "When  I  was  hardly  out  of  the  kinder- 
garten all  kinds  of  impure  jokes  and  information 
began  to  pour  into  my  ears  from  the  mouths  of 
other  boys.  My  father,  when  he  found  out  my 
condition,  informed  me  in  a  very  direct  and 
emphatic,  though  kindly  way  about  the  true 
facts  and  taught  me  to  abhor  rigidly  even  the 
slightest  suggestion  of  impurity,  but  he  came 
into  my  life  too  late."  The  schoolyard  was  the 
place  where  a  ten-year-old  boy  found  out  the 
wrong  side  of  life.  A  farm  hand  was  the  in- 
structor in  evil  for  an  eleven-year-old  boy.  An- 
other boy  said,  "My  honest  opinion  is  that  the 
parents  of  today  do  not  give  the  necessary 
information  to  their  boys  about  such  a  vital 
matter.  I  know  of  many  fellows  who  have 
fallen  into  immoral  habits  because  their  parents 
have  not  told  them." 

The  Young  Men's  Christian  Association  in 
one  of  our  American  cities,  desiring  to  be  of 
service  to  the  parent  as  well  as  the  boy,  in  the 
matter  of  sex  instruction,  sent  the  following 
letter  to  one  thousand  parents  inclosing  ad- 
dressed reply  envelope: 


190  BOYOLOGY 

To  the  Fathers  of  our  Boys. 
Subject ! — Sex  Education. 

Dear  Sir:  The  Educational  Committee  of  the 
Boys'  Division  is  desirous  of  obtaining  the  opinions 
of  the  parents  on  the  subject  of  Sex  Education. 
The  CoHMnittee  realizes  that  many  parents  are 
reluctant  about  giving  their  boys  instruction  in 
this  subject  and  it  is  anxious  to  help  them  over- 
come this  reluctance  if  possible. 

If  the  replies  received  on  cards  similar  to  the 
one  inclosed,  indicate  that  the  parents  are  will- 
ing to  give  this  instruction,  the  Committee  may 
arrange  to  give  a  course  of  talks  or  readings  to 
assist  the  parents.  If,  however,  the  returns 
indicate  that  the  parents  prefer  to  have  their 
boys  instructed  by  those  who  are  thoroughly 
famiUar  with  every  phase  of  the  subject,  the 
Committee  will  plan  a  course  of  talks  and  read- 
ings for  the  boys,  dividing  them  into  groups 
according  to  their  physical  development. 

It  is  the  Committee's  intention  that  all  instruc- 
tion shall  be  based  upon  the  sacredness  of  God's 
laws  as  exemplified  in  nature  through  reproduc- 
tion in  plant,  bird,  fish,  and  animal  life.  Wher- 
ever the  boy,  through  right  thought,  is  led  to 
make  analogies  in  human  life,  his  questions  will 
be  truthfully  answered.  All  morbid  details  will 
be  avoided  in  answering  these  questions  and  the 
boy's  curiosity  will  be  thoroughly  satisfied. 


THE  LANGUAGE  OF  THE  FENCE    191 

We  hope  you  will  be  prompt  in  filling  in  the 
inclosed  card  and  in  mailing  same  in  the  addressed 
envelope  provided. 

The  Educational  Committee 

Boys'  Division. 

A  card  was  also  inclosed  upon  which  was 
printed  the  following: 


Please  answer  the  following  questions  by 
marking  an  (X)  in  either  column  under  Yes 
or  No. 

1.  Do  you  prefer  to  give  all  the  Sex  In- 

struction to  your  boy  yourself? 

2.  Are  you  willing  to  have  your  boy  given 

Sex  Instruction   in  accordance   with 
the  intentions  of  the  Committee? 

3.  Would    you    be    willing   to    meet    with 

other  parents  to  discuss  this  subject? 

4.  Do  you  feel   that  your  boy   knows  all 

he  ought  to  know  about  the  subject? 


Yes     No 


After  a  lapse  of  one  week  105  replies  were 
received  or  about  10  per  cent  of  the  number  of 
parents  addressed. 

The  replies  were  as  follows: 

To  question  No.  1  "yes"     7  "No"  90     8  made  no  reply 

"    2       "       99      "         6 
*    3       "       60      "       21     24  made  no  reply 

«(  <«  tf  ^  t(  ^  «  Q^  J  t<  «  « 

The  replies  received  tell  the  same  sad  story 


192  BOYOLOGY 

of  parental  willingness  to  shift  responsibility 
uix)n  other  shoulders  for  the  instruction  of  their 
boys  in  matters  of  sex.  The  replies  to  No.  3 
reveal  an  attitude  of  indifference  that  is  stag- 
gering, as  well  as  appalling. 

In  talking  with  parents  upon  this  subject  they 
exhibit  an  attitude  of  fear  lest  their  boy  be  not 
old  enough  to  understand.  It  is  better  for 
parents  to  tell  the  facts  to  their  boy  two  years 
too  early  than  ten  minutes  too  late,  for  if  the 
wrong  boy  comes  into  the  boy's  life  ten  minutes 
before  father  or  mother  becomes  his  confidential 
adviser  it  is  too  late.  Already  the  author  of  the 
"language  of  the  fence'*  has  poisoned  his  mind. 
The  fact  that  one  hundred  and  forty-four  boys 
received  their  first  information  in  sex  matters 
from  other  boys  instead  of  their  parents  is  a 
serious  indictment  against  parenthood.  **0h, 
why  didn't  my  parents  tell  me!"  is  the  pitiful 
wail  of  the  habit-boimd  boy.  "Ah,  how  for- 
tunate for  me!"  is  the  satanic  reply  of  the  quack 
who  harvests  a  rich  crop  of  unfortunate  students 
of  this  fence  language.  Who  is  the  real  sinner, 
the  boy  or  his  parent.' 

"The  City  Beautiful"  agitation  has  aroused 
civic  conscience  to  such  an  extent  that  even  if 
the  bill  board  has  not  been  done  away  with,  it 
is  at  least  better  censored.  In  many  cities  or- 
dinances forbid  the  posting  of  vulgar  show  bills 


THE  LANGUAGE  OF  THE  FENCE    193 

or  scenes  depicting  murder,  but  the  "language 
of  the  fence,"  in  the  terms  of  advertising,  is  not 
yet  as  clean  or  as  honest  as  it  should  be.  False 
statements  concerning  food  products  and  liquids 
are  attractively  presented  on  bill  boards  which 
the  boy  reads  on  his  way  to  school  or  work.  In 
many  cities  the  bill  board  is  still  the  corrupter 
of  morals.  Thrilling  lithographs  in  front  of 
moving-picture  shows  excite  scores  of  boys  to 
criminal  acts.  These  are  but  other  forms  of 
"the  language  of  the  fence,"  greatly  influencing 
the  morals  of  every  boy  who  stands  and  reads. 
Many  sermons  and  heart-to-heart  talks  will  be 
required  before  the  boy  will  forget  the  language 
lesson  of  the  fence. 

How  can  we  abolish  this  school  of  "fence 
language.'^"  The  destruction  of  chalk  or  the 
voting  of  bill-board  ordinances  "won't  do  the 
trick."  It  can  only  be  done  through  the  boy 
himself.  A  movement  for  clean  speech,  clean 
sport,  and  clean  living  has  been  quietly  influencing 
thousands  of  boys  in  our  public  schools.  Just 
as  boys  are  responsible  for  the  existence  of  the 
language  of  the  fence,  so  must  they  be  made 
responsible  for  its  abolishment.  Already  in 
many  towns  the  "fence"  has  received  a  thorough 
scrubbing  through  a  very  simple  process.  A 
boy  leader  in  the  school  gets  another  boy  to 
stand  with  him  on  the  following  platform: 


194  BOYOLOGY 

I  resolve  to  stand  for  clean  speech,  clean  sport,  and 
clean  living,  and  will  endeavor  to  spread  these  principles 
among  my  companions,  and  try  to  help  my  fellow  students 
in  every  other  possible  way. 

Signed. 


Witnessed  by. 
Date 


Wherever  a  group  of  determined  boys  have 
stood  together  upon  this  platform,  the  entire 
school  has  felt  its  influence,  and  where  teachers, 
school  directors,  and  city  authorities  have  failed, 
the  boys  have  succeeded  in  accomphshing  a 
"clean  up." 

The  Japanese  very  cleverly  teach  three  im- 
portant truths  to  their  boys  through  the  use 
of  three  monkeys  known  as  "The  Three  Wise 
Monkeys.'*  One  monkey  has  covered  his  eyes 
with  his  hands  and  is  called  "See  no  evil,"  the 
second  monkey  is  holding  his  hands  over  his 
ears  and  is  called  "Hear  no  evil,"  the  third  has 
his  hands  placed  over  his  mouth  and  is  called 
"Speak  no  evil."  In  this  unique  manner  boys 
are  taught  the  seriousness  of  mental  photography 
and  brain  impressions  through  the  lenses  of  the 
eye,  and  the  recording  power  of  the  ear,  as  well 
as  the  lesson  of  controlled  speech. 

What  a  wonderful  thing  is  the  eye!  According 
to  the  findings  of  Prof.  Tyndall,  light  analyzed 


THE  LANGUAGE  OF  THE  FENCE    195 

is  compounded  of  the  colors  of  the  rainbow;  the 
length  of  the  longest  light  wave,  the  red,  is  thirty- 
nine  one-thousandth  of  an  inch.  Light  travels 
at  the  rate  of  192,000  miles  a  second.  Multiply 
the  length  of  the  wave  of  red  hght  by  the  rate 
of  miles  traveled  by  light  in  a  second  and  you 
have  474  trillions  of  red  waves  that  strike  the 
eye  every  second.  This  wonderful  as  well  as 
powerful  lens  is  making  brain  impressions  that 
eternity  alone  can  erase.  A  very  young  child  will 
follow  a  moving  light  with  his  eye,  thus  showing 
the  early  (perhaps  the  instinctive)  tendency  to 
connect  sight  proper  and  the  muscular  sensation. 

Pictures  have  always  had  an  appeal.  The 
child  mind  is  able  to  understand  pictures  long 
before  words.  The  words  he  hears  are  instinc- 
tively formed  into  internal  pictures.  "Let  the 
eye  have  something  to  rest  upon  and  his  mental 
powers  are  relieved  from  the  task  of  internal 
picture  making."^  Here  is  the  pedagogical  value 
of  the  "Three  Wise  Monkeys." 

Boys  have  a  great  interest  in  pictures  of 
human  beings.  Ninety-nine  per  cent  of  the 
drawings  of  very  young  children  are  of  people, 
crude  in  detail,  just  a  few  strokes  of  the  pencil. 
Adolescents  pay  much  attention  to  details.  This 
is  evidenced  in  the  drawings  made  by  boys  and 
girls  of  the  high-school  age  seen  in  popular  mag- 

1  Freeman,  "The  Use  of  lUustration,"  p.  16. 


196  BOYOLOGY 

azines  and  in  the  "Young  People's  Column"  of 
metropolitan  newspapers.  Style  is  depicted  in 
minutest  detail,  such  as  the  latest  collar,  cut  of 
coat  or  dress,  combing  of  hair,  etc.  Imagination 
plays  an  important  part  in  these  iUustrations. 
"Adolescence  is  the  golden  age  for  picture-study." 
In  these  days  of  idealism  it  is  Dr.  G.  Stanley 
Hall's  opinion  that  "Art  should  not  now  be  for 
art's  sake,  but  for  the  sake  of  feeling  and  char- 
acter, life  and  conduct,"^  "such  an  opportunity 
for  infecting  the  soul  with  vaccine  of  ideality, 
hope,  optimism,  and  courage  in  adversity,  will 
never  come  again.  Art  is  the  chief  regulator 
of  the  heart,  out  of  which  are  the  issues  of  life." 

Those  who  would  destroy  boyhood  know  how 
to  use  pictures.  A  picture  reaches  to  a  boy's 
depths;  and  what  he  sees  is  very  apt  to  repro- 
duce itself  in  an  action.  It  is  dm-ing  the  develop- 
ment of  the  sex  instincts  that  the  language  of 
the  obscene  picture  speaks  in  siren-like  tones. 
The  currents  of  new  impulses  may  sweep  him 
off  his  feet  with  wrong  doing. 

Sane  instruction  in  matters  of  sex  cannot  be- 
gin too  soon.  The  questions  of  the  child  are 
the  mother's  opportunity.  What  to  say,  and 
how  to  say  it,  is  the  concern  of  both  mother 
and  father.  "Secrecy,"  says  Dr.  Chadwick,  "witJb 
its  companion,  prurient  curiosity,  is  the  cause 

2  Hall,  "Adolescence,"  Vol.  I,  p.  186. 


THE  LANGUAGE  OF  THE  FENCE    197 

of  much  unrest  and  sin  in  later  life."  "As  a 
man  thinketh  in  his  heart  so  is  he"  is  particularly 
true  of  sex  life,  inasmuch  as  the  sex  organism  is 
so  peculiarly  under  the  influence  of  the  sym- 
pathetic nervous  system,  that  system  which  re- 
sponds so  strongly  to  thought  and  emotion. 

"Where  did  I  come  from?"  is  a  racial  question 
every  boy  repeats  in  various  stages  of  his  de- 
velopment. Too  long  the  stork  myth  and 
the  policy  of  repressing  this  vital  question 
has  prevailed,  and  in  the  boy's  growing  desire 
for  a  definite,  honest  answer,  much  misinforma- 
tion is  gotten  from  those  who  are  not  squeamish, 
which  is  the  cause  of  unnecessary  sorrow  and 
perpetual  pain  to  the  seeker  after  truth.  Parental 
hypocrisy  in  sex  matters  has  caused  much  wreck- 
age of  boy  life.  The  boy  has  the  right  to  know 
the  truth,  for  verily  the  truth  shall  make  him 
free.  The  first  teacher  in  the  boy's  school  of  life 
must  be  his  mother. 


"Where  have  I  come  from,  where  did  you  pick  me  up?'* 
the  baby  asked  its  mother. 

She  answered  half  crying,  half  laughing,  and  clasping 
the  baby  to  her  breast — 

"You  were  hidden  in  my  heart  as  its  desire,  my  darling. 

"You  were  in  the  dolls  of  my  childhood's  games;  and 
when  with  clay  I  made  the  image  of  my  god  every  morn- 
ing, I  made  and  unmade  you  then. 

"You  were  enshrined  with  our  household  deity,  in  his 
worship  I  worshiped  you. 

"In  all  my  hopes  and  my  loves,  in  my  life,  in  the  life 
of  my  mother  you  have  lived. 


198  BOYOLOGY 

"In  the  lap  of  the  deathless  Spirit  who  rules  our  home 
you  have  been  nursed  for  ages. 

"When  in  girlhood  my  heart  was  opening  its  petals, 
you  hovered  as  a  fragrance  about  it. 

"Your  tender  softness  bloomed  in  my  youthful  limbs, 
like  a  glow  in  the  sky  before  the  sunrise. 

"Heaven's  first  darling,  twin-born  with  the  morning 
light,  you  have  floated  down  the  stream  of  the  world's 
life,  and  at  last  you  have  stranded  on  my  heart. 

"As  I  gaze  on  your  face,  mystery  overwhelms  me;  you 
who  belong  to  all  have  become  mine. 

"For  fear  of  losing  you  I  hold  you  tight  to  my  breast. 
What  magic  has  snared  the  world's  treasure  in  these 
slender  arms  of  mine?" 

—  The  Crescent  Moon 
by  Rabindbanath  Tagobe. 


It  is  a  mother's  privilege  to  translate  the 
poetic  into  the  scientific  fact.  Much  publicity 
and  discussion  upon  this  question  has  produced 
a  literature  of  available  books  written  in  terms 
readily  understood.  One  of  the  best  books  to 
read  to  very  young  children  is  "Blossom  Babies," 
by  M.  Louise  Chadwick,  M.D.  Through  the 
story  of  reproduction  in  flowers,  insects,  and 
animal  life,  the  way  of  approach  to  later  in- 
formation is  made  easier  and  as  puberty  ap- 
proaches the  boy  is  ready  to  receive  the  biological 
facts. 

It  is  most  unwise  to  put  books  which  deal 
with  sex  life  into  the  hands  of  a  growing  boy. 
Much  of  the  value  of  such  books  is  destroyed 
by  "Prefaces,"  "Forewords  to  Parents,"  "Bibli- 
ographies," and  advertisements  of  other  books. 


THE  LANGUAGE  OF  THE  FENCE    199 

Nine  times  out  of  ten,  the  boy  reads  this  informa- 
tion before  he  reads  the  book  itself.  A  careful 
study  of  scores  of  books  and  hundreds  of 
pamphlets  revealed  the  truth  of  this  statement, 
and  a  book  for  boys,  free  from  everything  except 
the  message  itself,  is  yet  to  be  produced.  It 
is  much  better  to  read  the  book  yourself  and 
then  by  word  of  mouth  tell  the  truth  and  the  facts 
in  your  own  language,  face  to  face,  and  eye  to 
eye. 

When  the  story  has  been  told,  don't  repeat 
it.  Repetition  makes  the  boy  blase  and  hardened 
and  sophisticated.  I  hope  the  time  will  never 
come  when  sex  instruction  will  be  incorporated 
in  the  curriculum  of  the  public  school.  Sex 
instruction,  if  placed  in  the  same  curriculum 
with  Latin,  Algebra,  and  other  school  studies, 
will  lose  its  effectiveness.  Knowledge  alone  is 
not  enough.  Responsibility  must  be  stirred  and 
noble  emotions  must  be  aroused.  The  routine 
of  the  school  system  does  not  lend  itself  to  this 
sympathetic,  vital,  and  spiritualizing  type  of 
instruction.  The  home  is  the  God  appointed 
school  for  sex  instruction.  God,  who  holds 
the  parent  responsible  for  bringing  the  boy  into 
the  world,  will  hold  that  parent  equally  respon- 
sible for  the  boy's  instruction  as  to  how  he  came 
into  the  world.  Parents  who  feel  their  inability 
to  impart  this  important  knowledge  should  learn 


900  BOYOLOGY 

how;  it  is  a  part  of  their  business  of  being  a 
parent.  Mothers'  Congresses,  parent-teachers' 
associations,  women's  clubs  and  medical  socie- 
ties are  providing  the  way  for  parental  instruction. 
It  is  too  sacred  a  matter  for  parents  to  shift  to 
the  shoulders  of  another  person  or  an  institu- 
tion. 

Mother  love  must  be  explained  to  a  boy  by 
his  father  or  his  god-father.  Tell  him  how  for 
months  he  was  a  part  of  mother,  how  every  morsel 
of  food  she  ate  helped  to  feed  him,  how  in  every 
step  she  took  great  care  was  exercised,  how  every 
book  and  picture  was  read  and  looked  upon  with 
relation  to  his  well-being,  for  she  was  anxious 
that  he  come  into  the  world  without  a  spot  or 
blemish.  Tell  him  how  there  came  a  time  when 
he  was  to  be  delivered,  how  mother's  hfe  hung 
in  the  balance,  and  how  joy  followed  the  pain  of 
deUvery,  as  she  looked  upon  his  face  for  the  first 
time  and  heard  the  cry  that  escaped  from  his  hps, 
and  there  came  into  her  heart  and  life  a  love  that 
only  mothers  experience,  a  love  that  never  leaves 
nor  forsakes,  a  love  that  never  lets  go,  a  love  that 
leads  her  to  speak  to  her  son  in  the  following 
language  of  motherhood: 

"Do  you  know  that  your  soul  is  of  my  soul  such  part 
That  you  seem  to  be  fibre  and  core  of  my  heart? 
None  other  can  pain  me  as  you,  dear,  can  do; 
None  other  can  please  me  or  praise  me  as  you. 


THE  LANGUAGE  OF  THE  FENCE    201 

•'Remember  the  world  will  be  quick  with  its  blame 
If  shadow  or  stain  ever  darken  your  name. 
'Like  mother,  like  son,'  is  a  saying  so  true. 
The  world  will  judge  largely  of  mother  by  you. 

"Be  yours,  then,  the  task,  if  task  it  shall  be. 
To  force  this  proud  world  to  do  homage  to  me. 
Be  sure  it  will  say,  when  its  verdict  you've  won, 
'She  reaps  as  she  sowed.     Lo!  this  is  her  son.'  " 

Love  of  this  sort  awakens  within  the  boy  a 
kind  of  chivalry  or  knightly  devotion,  which  is 
a  sure  anchor  in  the  whirlpool  of  sex  consciousness. 

He  should  be  taught  to  ignore  the  literature 
of  the  quack  and  to  refuse  books  upon  the  sub- 
ject unless  given  to  him  by  his  parents.  He 
should  be  taught  the  danger  of  stimulation  of 
the  sex  hunger  through  certain  forms  of  social 
pleasure  such  as  "animal  dances,*'  "high-keyed" 
amusements  and  other  types  of  harmful  pleasure. 
He  should  be  taught  to  look  forward  to  the  time 
when  he  will  become  a  home  maker,  and  shown 
how  purity  of  life  determines  future  happiness. 

A  seventeen-year-old  boy  was  traveling  with 
Prof.  John  B.  DeMotte  in  Germany.  When 
they  arrived  at  Heidelberg  they  climbed  to  the 
top  of  the  cliff  to  view  the  ruins  of  the  old  castle. 
As  they  sat  upon  the  castle  wall,  facing  the 
setting  sun,  the  boy,  who  was  unusually  quiet 
and  thoughtful,  turned  to  Prof.  DeMotte  and  ex- 
claimed,  "Right  over  there,   where  the  sun  is 


202  BOYOLOGY 

going  down,  is  the  girl  I  love,  and  I  am  keeping 
pure  for  her  sake." 

Unless  this  kind  of  instruction  is  given,  the 
influence  of  the  "fence  language"  will  cause  the 
boy  to  "sow  more  wild  oats  in  one  night  than 
he  can  reap  in  a  life  time,  and  his  children  will 
continue  to  reap  the  crop  to  the  third  and  fourth 
generation."  The  boy  in  his  teens  needs  to 
realize  how  his  future  is  largely  determined  by 
his  present  deeds,  so  that  when  the  temptation 
comes  to  "sow  wild  oats,"  he  may  hear  the 
plea  of  the  future  child,  so  vitally  given  by 
Angela  Morgan  to  the  man  of  pleasure: 

"At  the  terrible  door  of  your  beautiful  sin 
I  am  standing  within; 
Your  portal  of  rapture  is  fated  for  me 
In  the  harvest  to  be. 
Do  you  hearken  my  cry? 
It  is  I;  it  is  I; 
I  who  suffer  and  weep 
For  the  revels  you  keep; 
I  who  struggle  and  plead 
For  the  body  I  need — 
Strong,  splendid,  and  whole 
And  fit  for  my  soul! 

I  plead  that  my  blood  may  be  cleanly  and  red; 
I  plead  that  my  tissues  be  cherished  and  fed. 
Wherever  you  enter,  or  early  or  late, 
There  am  I  at  the  gate. 
Wait— think. 
On  the  brink 


THE  LANGUAGE  OF  THE  FENCE    203 

Of  your  perilous  pleasure! 
What  will  it  measure? 
What  will  it  garner  of  anguish  for  me 
In  the  future  to  be? 
Don't  you  see,  don't  you  know 
I  must  reap  where  you  sow? 
You  may  revel  tonight; 
But  the  poison,  the  blight. 
The  terrible  sorrow 

Are  mine  on  the  morrow."* 


•  The  Cosmopolitan,  January,  1915. 


CHAPTER  X 

Parental  Delinquenct 

"At  night  returning,  every  labour  sped. 
He  sits  him  down,  the  monarch  of  a  shed; 
Smiles  by  his  cheerful  fire,  and  round  surveys 
His  children's  looks,  that  brighten  at  the  blaze: 
"While  his  lov'd  partner,  boastful  of  her  hoard. 
Displays  her  cleanly  platter  on  the  board." 

— Goldsmith — The  Traveller  1.  191. 

The  ideals  of  the  city,  the  state,  the  nation, 
the  school,  and  the  church  will  never  rise  higher 
than  the  ideals  of  the  home,  for  the  home  is 
the  foundation  of  society  as  well  as  the  most 
ancient  of  all  God-ordained  institutions.  "No 
creature  is  so  gregarious  as  man,  and  we  can 
hardly  conceive  him  except  as  a  member  of 
the  family.  .  .  .  One  of  the  best  measures  of 
domestication  in  animals  or  of  civilization  in 
man  is  the  intensity  of  love  of  home.  This  is 
a  very  complex  feeling  and  made  up  of  many 
ties,  hard  to  dissect,  or  even  to  enumerate. 
Kline  attempts  to  analyze  the  factors  of  love 
of  home,  in  order  of  their  intensity,  as  follows: 
love  of  parents,  scenery,  house,  familiar  ways, 
freedom  of  opinion  and  conduct,  relatives  and 
friends,  animals,  pleasant  memories,  sympathy^ 
204 


PARENTAL  DELINQUENCY         205 

etc.  We  also  find  specified  the  room,  articles 
of  furniture,  the  garden,  hills,  trees,  rocks, 
meadow,  streams,  frankness  of  expression,  leisure 
to  do  as  one  pleases,  liberty  to  arrange  things 
to  one's  taste.  All  these  make  up  the  content 
of  that  magic  word,  home,  of  which  the  hearth 
with  its  altar-fire  is  the  heart.  It  inclines  to 
settled  habits  of  life,  is  the  converse  of  the  rov- 
ing instinct,  and  is  largely  woman's  creation."^ 

The  great  problem  demanding  a  satisfactory 
solution  is  the  problem  of  maintaining  the  whole- 
some home  ideals  which  make  the  American 
home  the  nation's  bulwark.  Life  today  is  speeded 
to  the  eight-cylinder  capacity,  whether  the  scene 
of  action  be  Fifth  Avenue  or  the  East  Side.  The 
ceaseless  pursuit  of  wealth  at  the  sacrifice  of 
honesty,  and  at  the  expense  of  health  and  real 
happiness,  the  lowering  of  the  morals  of  society 
through  a  double  standard  of  morality,  the 
false  ambition  of  parents  to  force  their  children 
into  maturity  before  the  charm  of  childhood 
has  even  manifested  itself,  the  struggle  of  pov- 
erty, overcrowded  housing  conditions  in  the 
modem  cities,  are  all  the  evidences  of  a  wrong 
standard  of  living  and  largely  responsible  for 
the  spirit  of  imrest  in  human  society. 

"Parents  control  the  bodies  and  minds,  the 
hearts  and  souls  of  their  children,  not  so  much 

1  Hall,  "Adolescence,"  Vol.  II,  p.  375. 


206  BOYOLOGY 

by  what  their  ancestors  were  as  by  what  they 
themselves  do  and  think,"  says  Oppenheim.  An- 
cestor worship  will  not  vitally  affect  the  present 
or  the  future  generation  unless  the  spirit  of 
the  past  remains  alive  and  is  a  dominating  in- 
fluence in  home  making  and  character  building. 
The  spirit  of  the  home  maker  who  is  conscious  of 
responsibility  will  manifest  itself  in  a  kind  of 
happiness  and  contentment  found  only  in  a 
real  home,  whether  humble  or  pretentious. 

Somebody  has  said  that  homes  are  workshops 
into  which  God  sends  little  babies  for  parents 
to  fashion  into  men  and  women  fit  for  His  ser- 
vice in  the  great  world's  work,  and  yet  how 
many  home  methods  invite  fatal  disaster,  as 
\he  countless  number  of  half-built  human  taber- 
nacles testify.  "The  three  'Modern  Furies*  are 
insanity,  suicide,  and  divorce,"  says  John  Horace 
Lockwood.  "The  appalling  rapid  rise  of  the 
divorce  rate  is  due  to  faulty  training  of  children, 
morbid  and  unnatural  views  and  habits  of  life, 
and  exaggerated  sex-consciousness.  This  is  clearly 
shown  by  the  uniformity  with  which  insanity 
and  suicide  keep  pace  with  the  divorce  court. 
Here  are  the  figures: 

Suicide  Persons  divorced 

Insane  in                 per  100,000  per  100,000 

Institutions                 Population  Population 

In  1890 74,000             4.19  144 

In  1910 187,791           15.  216 


PARENTAL  DELINQUENCY        207 

"The  population  of  the  United  States  in  1910 
was  46.77  per  cent  greater  than  in  1890,  but 
the  divorce  rate  had  increased  50  per  cent,  the 
suicide  rate  258  per  cent,  and,  while  there  is  no 
means  of  knowing  the  increased  insanity  rate, 
the  number  of  inmates  of  institutions  for  the 
insane  had  jumped  up  152  per  cent."^  Accord- 
ing to  recent  statistics,  fifty-one  per  cent  of  the 
boys  in  the  reformatory  schools  of  California 
have  come  there  through  the  breaking  up  of 
homes  by  divorce.  Many  believe  that  this  is 
due  to  the  lack  of  fixed  ideals  and  obedience  in 
the  bringing  up  of  children,  to  fathers  and 
mothers  who  have  been  delinquent  in  their  respon- 
sibility, to  a  lack  of  "home"  spirit,  and  the 
failure  of  parents  to  recognize  the  child  of  today 
as  the  home  maker  of  tomorrow.  Juvenile 
delinquency  is  a  by-product  of  parental  de- 
linquency. Juvenile  Courts  would  be  unneces- 
sary if  parents  would  stop  letting  out  the  training 
of  their  children  to  others. 

Parental  delinquency  does  not  always  mean 
the  failure  to  provide  clothes,  food,  shelter,  and 
an  education,  but  rather  the  failure  to  recognize 
the  rights  of  boyhood  and  girlhood  as  well  as 
their  potentialities;  the  failure  to  give  sympathetic 
companionship;  to  give  time  to  answering  the 
serious   questions;   and   to   give   love   to   heart- 

2  The  Mothers'  Magazine,  May,  1914,  p.  9. 


208  BOYOLOGY 

hungry  adolescents.  "It  may  be  true  that  *man 
is  the  architect  of  his  own  future,'  yet  the  parent 
is  the  architect  of  the  child's  character,  and 
society  is  coming  more  and  more  to  hold  the 
parent  accountable."^  Fathers  cannot  have  a 
vital  part  in  the  business  of  building  their  boys 
into  right  kind  of  men  by  the  use  of  the  "absent 
treatment"  method.  There  is  much  truth,  even 
if  written  in  the  vein  of  satire,  in  the  following 
verses  printed  id  the  London  Sunday  School  Times: 

"He  was  a  dog 

But  he  stayed  at  homep 
And  guarded  the  family  night  and  day. 
He  was  a  dog 

That  didn't  roam. 
He  lay  on  the  porch  or  chased  the  stray — 

The  tramps,  the  hen  away; 
For  a  dog's  true  heart  for  that  household  beat 
At  morning  and  evening,  in  cold  and  heat. 
He  was  a  dog. 

"He  was  a  man 

And  didn't  stay 
To  cherish  his  wife  and  his  children  fair. 
He  was  a  man. 

And  every  day 
His  heart  grew  callous,  its  love-beats  rare. 
He  thought  of  himself  at  the  close  of  day. 
And,  cigar  in  his  fingers,  hurried  away 
To  the  club,  the  lodge,  the  store,  the  show. 
But — he  had  a  right  to  go,  you  know! 
He  was  a  man." 


»  The  Mother*'  Magazine,  October,  1914,  p.  7. 


PARENTAL  DELINQUENCY        209 

Much  could  be  said  also  in  criticism  of  mothers 
who  become  so  absorbed  in  the  uplift  of  other 
people's  children  and  humanity  in  general  that 
they  wofuUy  neglect  their  own  flesh  and  blood. 

Remembering  Robert  Burns'  line,  "A  >  chiel's 
amang  you  taking  notes,"  a  questionnaire  was 
sent  to  a  number  of  boys,  requesting  frank 
replies  to  the  following  questions: 

1.  What  one  thing  do  you  hke  best  about 
your  father? 

2.  What  one  thing  would  you  like  to  have 
your  father  do  that  he  does  not  do? 

3.  What  one  thing  do  you  like  best  about 
your  mother? 

4.  Wliat  one  thing  would  you  like  to  have 
your  mother  do  that  she  does  not  do? 

The  replies  from  259  boys  from  good  homes 
are  significant  of  the  way  a  boy  "takes  notes." 

The  replies  to  question  Number  1  were  as 
follows: 

"Honesty.;' 

"That  he  is  a  Christian  man." 
"Interest  in  my  doings." 
"He  treats  me  good." 
"His  generosity." 

"His  cheerfulness  and  kindness  at  times." 
"His  fatherly  love  for  the  children." 
"His  willingness  to  give  me  advice  on   any 
subject." 

"Shows  me  things  that  will  help  me  in  life." 
"His  help  and  knowledge  in  my  work." 


210  BOYOLOGY 

"His  purity  in  talking." 

"He  is  like  an  older  brother." 

"His  temperance." 

"Anxious  to  give  me  the  best  of  education." 

"He  never  si)eaks  disrespectfully  of  any 
woman." 

"Patience." 

"He  is  such  a  good  comrade  ^ 

"He  is  my  best  friend  and  chum." 

"He  treats  me  as  a  brother." 

"He  lets  me  do  anything  that  I  want  that  is 
good  and  clean." 

"He  is  a  home-loving  man." 

"He  gives  me  a  square  deal." 

"His  clean  living." 

"He  gives  me  money." 

"His  help  to  support  me." 

"He  does  not  smoke  or  drink." 

Comradeship,  cheerfulness,  interest  in  the  boy's 
doings — in  short  it  was  the  way  father  lived 
rather  than  his  preaching  which  made  the  deep- 
est impression  upon  the  boy. 

The  replies  to  question  Number  2  were: 

"I  would  like  to  have  him  go  to  church." 
"Not  to  do  any  different  because  I  have  the 
best  father  a  fellow  can  have." 
"Stop  smoking." 

"I  would  like  to  have  him  play  games  with  me." 
**To  be  a  father  to  me  in  all  ways." 
"Join  the  church." 

"Hold  the  family  to  better  religious  attitude." 
"Talk  with  me." 


PARENTAL  DELINQUENCY        211 

"Give  his  heart  to  Christ." 

"Be  home  Sundays." 

"Enter  into  social  Ufe." 

"Not  to  be  so  close  with  his  money  and  be  a 
little  more  broad  minded." 

"Pay  more  attention  to  the  Y.  M.  C.  A."  ^^ 

"I  would  like  to  have  him  take  a  vacation." 

"He  drinks  intoxicating  liquors  at  times  and 
I  wish  he  would  do  away  with  it." 

"Help  me  understand  something  of  his  business 
and  teach  me  to  transact  business  as  he  does." 

"Be  more  of  a  chum." 

"Take  more  interest  in  athletics  which  I  love." 

"He's  all  right  as  far  as  I  know." 

"Be  able  to  hold  his  temper  better." 

"Be  more  industrious." 

"Show  more  interest  in  me." 

Actions,  the  right  kind  of  living,  form  the  basis 
of  the  boy's  desire  for  his  father.  "Watch  your 
step"  would  be  an  excellent  cautionary  signal 
for  fathers. 

The  replies  to  question  Number  3  were  as 
follows: 

"Her  loving  care  for  me." 

"Her  interest  in  everything  I  do." 

"Her  unfailing  care  and  kindness." 

"She  is  a  good  mother." 

"She  is  a  good  Christian." 

"Her  tireless  working  for  the  uplift  of  the 
home." 

"Knows  how  to  care  for  us  when  sick." 

"Her  love  and  a  person  to  confide  in." 

"Forgiveness." 


212  BOYOLOGY 

"Her  loving  example." 

"Knowledge." 

"That  she  brought  me  into  the  world  to  find 
the  love  and  happiness  of  the  fellowship  of  Jesus 
Christ." 

"Her  self-sacrificing  manner." 

"She  is  modest  yet  modem." 

"She  confides  in  me." 

"She  tries  so  much  to  please  me." 

"Her  patience  and  loving-kindness." 

"Her  love  for  us  kids." 

"Good  natured." 

"She  is  so  thoughtful." 

"She  tries  to  make  home  what  it  should  be." 

"Kindness." 

"She  has  good  common  sense." 

"Her  devotion  toward  me." 

"Kind,  the  best  mother  any  boy  would  want." 

"She  is  not  in  society.^' ' 

**Her  never-failing  faith  in  God"  (father  dead). 

**That  she  is  not  cross." 

"She  stands  up  for  me." 

**Her  hospitaUty." 

These  are  the  silent  ways  in  which  a  real  mother 
guides  her  boy  to  manhood,  and  because 

"She  has  taught  him  matters  of  honor  his  part. 
Her  influence  gentle  is  deep  in  his  heart." 

DOLSON. 

The  replies  to  question  Number  4  were: 

"Nothing;  I  have  the  best  mother  any  boy 
can  have." 

"Go  to  church." 


PARENTAL  DELINQUENCY        213 

**To  be  a  mother  to  me  in  all  ways." 

"I  would  like  to  have  her  belong  to  the  King's 
Daughters  in  my  church." 

"A  better  religious  attitude  in  the  home." 

"Join  the  church." 

"Think  more  of  herself." 

"Give  her  heart  to  Christ." 

"Take  more  part  in  mid-week  prayer  meeting." 

"To  rest  Sundays  and  do  no  work." 

**To  go  out  to  see  some  of  her  friends." 

"Npt  pay  so  much  attention  to  trivial  things." 

"To  have  her  not  work  so  hard." 

"Be  just  a  trifle  more  equal  in  her  attention 
to  my  brother  and  me;  she  favors  the  younger 
boy  slightly  in  many  ways." 

"Stop  worrying." 

"Recognize  the  faults  of  her  family." 

"Let  me  have  a  little  more  freedom  in  the 
evenings." 

"Be  less  industrious  in  cleaning." 

"Not  be  so  nervous." 

"Be  a  better  housekeeper." 

"Take  more  time  for  herself." 

"Get  out  into  the  air  more." 

"Be  more  thoughtful  in  her  ways  toward  us 
as  children." 

"Be  neater." 

"Treat  me  as  if  I  was  not  a  baby." 

If  mothers  would  only  give  their  boys  an 
opportunity  for  ^Tieart-to-heart"  confession,  not 
fault  finding,  but  expressions  of  genuine  love 
and  interest,  many  anxious  moments  would  never 
happen. 


214  BOYOLOGY 

•*0h  the  years  we  waste  and  the  tears  we  waste. 
And  the  work  of  our  head  and  hand, 
Because  of  the  mother  who  did  not  know 
(And  did  not  care  that  she  did  not  know) 
And  did  not  understand." 

The  moral  standard  of  boys  may  be  improved 
by  improving  the  moral  standards  of  parents, 
for  as  Judge  John  H.  Mayo  of  the  Manhattan 
Children's  Court  says,  "Once  operated,  the  prin- 
ciple will  automatically  work  out  its  own  salva- 
tion— child  bettering  parent,  parent  bettering 
child — and  in  turn  will  extend  its  influence  to 
the  next  possible  circle  or  combination  of  child 
and  parent,  or  in  other  words,  the  home,  which 
is  in  fact,  the  *circle'  figuratively  and  literally." 

The  incivility  and  discourtesy  too  often  dis- 
played by  boys  is  but  the  reflection  of  home  life. 
Boys  are  clever  imitators.  Perhaps  father  does 
not  always  extend  to  mother  the  courteous  con- 
sideration which  a  father  would  naturally  expect 
of  others  toward  his  wife.  Oral  teaching  is  non- 
effective unless  backed  up  by  example.  The 
occasional  family  "scene"  does  much  damage, 
but  the  daily  "call  down"  breeds  discontent 
which  destroys  the  ideal  home  life.  As  the 
sensitive  film  fastens  the  picture  exposed  upon 
it  by  the  camera  lens,  so  the  boy's  eyes  drink 
in  every  action,  and  it  is  most  difficult  for  him 
to  understand  why  father  and  mother   should 


PARENTAL  DELINQUENCY         215 

not  be  fair  and  just  and  considerate  of  each 
other. 

"As  a  barometer  gauges  the  pressure  of  at- 
mosphere so  do  boys  display  to  the  outside  world 
all  the  elements  that  characterize  the  more  in- 
timate family  life,*'  says  a  social  writer.  "Com- 
pany manners  are  an  ill-fitting  garb  when  a 
healthy  young  body  is  not  accustomed  to  such 
a  garment  for  every  day  wear,  and  for  that  reason 
boys  are  often  embarrassing  to  their  parents." 
The  little  or  big  barometer  has  displayed  the 
fact  that  politeness  is  not  the  ordinary  rule  of 
the  family  life.  How  easy  it  is  to  point  out 
the  "only  child,"  the  "bully,"  the  "spoiled  boy." 
"Respect  thy  father  and  mother"  is  an  injunc- 
tion for  parents  as  well  as  for  children.  "Old- 
time  courtliness  and  graciousness  of  manner  have 
been  gradually  disappearing  before  the  brusque 
way  of  our  modern  life,"  says  Hope  Hammond. 
"Family  ties  are  dissolving,  and  it  seems  we  are 
leaving  behind  us  the  sweetest  thing  that  this 
old  world  has  given  us — fellowship — and  fellow- 
ship, in  its  deepest  sense,  is  a  relation  between 
mothers  and  fathers  and  their  own  children." 

Sometimes  I  think  that  a  healthy,  normal 
specimen  of  a  boy  is  made  up  of  fifty  per  cent 
noise  and  fifty  per  cent  dirt.  The  boy  who  is 
never  noisy  and  never  gets  dirty  is  abnormal, 
and  should  be  taken  to  a  physician  at  once. 


216  BOYOLOGY 

From  the  moment  of  his  entrance  upon  the 
stage  of  life  until  the  final  exit,  noise  is  a  part 
of  man's  normal  makeup.  Observe  a  group  of 
small  boys  playing  baseball — three  fourths  of  the 
time  is  sp>ent  in  noisy  scrapping.  The  indi- 
vidualistic instincts  are  in  control.  Team  work 
is  a  dormant  quality.  The  high  school  boy  has 
organized  his  noise  into  a  school  yell,  which  he 
uses  to  spur  the  team  on  to  victory.  Individual- 
ism is  here  merged  into  the  larger  group  of 
humans.  What  would  the  Harvard- Yale  football 
game  be  without  noise,  without  its  cheering 
sections,  without  its  battery  of  cheer  leaders? 
Noise  is  psychologically  necessary  to  the  success 
of  the  game. 

If,  however,  a  nervous,  grouchy  father  comes 
home  in  the  evening,  and  this  small  edition  of 
noise  has  on  hand  an  unexpended  surplus  and 
gives  even  as  much  as  a  "yip,"  at  once  there  is 
an  explosion  on  the  part  of  father  and  the  boy 
is  suppressed.  Again,  if  the  boy  should  happen 
to  be  in  one  of  his  rare  moods  of  quiet,  mother 
anxiously  inquires,  **What  is  the  matter,  Charlie, 
you're  so  quiet?  Don't  you  feel  well?"  If  he 
is  noisy,  he  is  called  down;  if  he  is  quiet,  he 
causes  anxiety!  What  is  a  boy  to  do?  Why, 
he  instinctively  seeks  the  gang,  that  coterie  of 
sympathetic  souls,  who  have  many  secrets,  nu- 
merous codes  of  mysterious  signs  and  calls,  and 


PARENTAL  DELINQUENCY        217 

whose  loyalty  is  the  admiration  of  all  social 
service  experts  and  church  workers.  More 
opportunity  at  home  for  sane  expression  and 
less  insane  repression  would  save  many  boys 
from  the  evil  influence  of  misled  gangs. 

When  the  home-coming  of  father  becomes  an 
event  to  be  looked  forward  to  with  delight,  in- 
stead of  anticipated  with  fear,  on  the  part  of 
the  boy,  there  will  take  place  a  wonderful  change 
in  our  rapidly  deteriorating  American  home  life. 
Making  a  Hving  has  become  so  problematic  that 
many  fathers  are  failing  to  take  enough  time  to 
make  a  life,  either  for  themselves  or  their  boy. 
Will  the  time  ever  come  when  a  father  will 
close  his  oflSce  door  at  night  and  say:  "Good 
night,  business,  you  can't  go  home  with  me.  I 
have  a  boy  who  needs  me  tonight  more  than 
you  do.  So  long  until  morning;"  or  the  industrial 
worker  lay  down  his  tools  at  the  close  of  the 
day's  work  and  say:  "Good  night,  old  pard, 
here's  where  we  part.  The  kids  at  home  are 
looking  for  their  dad.  I'll  see  you  in  the  morn- 
ing"? When  that  time  does  come,  home,  be  it 
ever  so  humble,  will  then  become  in  fact,  the 
sweetest  place  on  earth,  instead  of  a  place  of 
jars  and  contentions. 

Not  all  homeless  boys  live  in  the  slums.  The 
most  homeless  boy  in  the  world  is  the  boy  who, 
from  the  moment  of  his  birth,  is  put  into  the 


218  BOYOLOGY 

hands  of  a  nurse,  from  a  nurse  goes  to  a  gov- 
erness, from  a  governess  to  a  private  tutor,  from 
a  private  tutor  to  a  private  school,  from  a  pri- 
vate school  to  a  private  camp,  then  on  to  college; 
he  has  plenty  of  houses  to  live  in,  but  no  home. 
Money  can  buy  him  luxm-ies  and  conveniences 
and  a  following,  but  can  never  buy  genuine 
heart-love  which  only  a  father  and  mother  can 
supply.  A  philanthropic  trustee  of  a  well-con- 
ducted foundling  asylum  told  me  that  ninety  per 
cent  of  the  babies  who  die  in  the  asylums,  die 
not  from  the  want  of  food  and  careful  nursing, 
but  from  the  lack  of  "mothering,"  that  peculiar 
something  which  mothers,  alone,  can  furnish 
their  babies. 

Boys  and  dirt  have  an  affinity  for  each  other. 
The  short-trousered  boy  looks  upon  soap  as  an 
oppressor.  He  will  never  be  accused  of  wearing 
out  doormats,  for  he  is  an  expert  in  doormat 
evasion.  Mothers  worry  much  over  the  dirt  he 
brings  into  the  house,  and  cari>ets  will  show 
the  effect  of  his  hard  usage — but  boys  are  more 
valuable  than  carpets,  and  if  the  latter  wear 
out  they  can  be  replaced  or  done  away  with; 
not  so  with  a  lost  boy;  he  is  a  different  proposi- 
tion and  not  so  easily  handled.  Many  a  boy 
has  been  driven  away  from  home  because  of  the 
continual  war  waged  with  broom  and  duster. 

This  is  not  a  plea  for  a  slovenly,  dirty  boy  or 


PAEENTAL  DELINQUENCY        219 

a  slovenly,  dirty  home,  but  for  sane  sanitation 
that  saves  boys,  even  if  it  does  ruin  carpets. 
This  dirt  period  lasts  but  a  short  time  in  a  boy's 
life,  for  almost  in  the  twinkling  of  an  eye  he 
merges  into  the  fastidious  period.  It  usually 
occurs  on  a  Saturday  night  when  he  evolves 
from  the  short  pant  stage  into  the  realm  of  long 
trouserdom,  and  on  Sunday  morning  he  appears 
in  the  garb  of  a  real  man — long  trousers  and  all 
the  "fixings."  Solomon  in  all  his  glory  was  not 
arrayed  like  one  of  these  long-trousered  adolescent 
youth. 

It  is  at  this  period  that  the  boy  confuses 
mannishness  with  manliness.  He  is  inclined 
toward  the  vices  rather  than  the  virtues.  Father 
should  now  be  his  chum  and  deftly  steer  him 
clear  of  the  shoals  of  life. 

"It  is  a  wise  father  that  knows  his  own  boy" 
is  an  old  saying  containing  much  truth,  but 
conditions  have  changed  in  such  a  conspicuous 
way  that  today  it  is  a  wise  son  that  knows  his 
own  father,  intimately,  lovingly,  and  with  ac- 
curacy. Too  often  the  boy  is  compelled  to  go 
to  others  outside  the  home  for  advice.  A  boy 
wanted  to  talk  with  someone  about  a  life  problem, 
so  he  sought  the  Boys'  Work  Secretary  of  an 
Association  in  the  Middle  West.  Before  the 
secretary  suggested  a  way  out,  the  question  was 
asked,  "What  is  thought  of  the  matter  at  home?" 


220  BOYOLOGY 

"Well,  Mamma  thinks  thus  and  so,  and  Papa 
don't  give  a  darn."  Very  little  poetry  but  much 
truth.  It  would  be  well  for  fathers  to  keep  the 
following  in  mind: 

"It  is  good  to  have  money 
And  the  things  that  money  can  buy. 
But  it's  good,  too,  to  check  up  once  in  a  while 
And  make  sure  you  haven't  lost 
The  things  that  money  can't  buy." 

For  father  "not  to  care"  is  the  rankest  kind 
of  injustice  to  the  boy  as  well  as  a  glaring  form 
of  parental  dehnquency.  Hugh  Latimer  once 
said,  "He  who  cannot  give  justice  to  a  child 
will  never  be  just  with  himself." 

No  institution  can  ever  take  the  place  of  home. 
The  boy's  first  and  foremost  need  is  the  sym- 
pathetic companionship  of  fathers  and  mothers. 
He  should  not  be  "servantized,"  for  no  hireling, 
however  high-priced  and  discreet,  can  be  as 
good  a  companion  as  father  or  mother.  Enter 
into  his  feelings,  respect  his  "crazes,"  share  his 
enthusiasm  over  sports,  listen  seriously  to  his 
troubles,  enjoy  the  out-of-doors  with  him,  treat 
him  with  respect,  give  him  a  distinct  place  and 
part  in  the  family  life,  encourage  team  work, 
trust  him.  An  eminent  divine  said  in  an  address: 
"The  boy  wants  to  find  in  his  home,  not  a  dor- 
mitory, or  club,  but  a  place  where  all  the  home 
sentiments  are  blessed  and  dominant.     He  also 


PARENTAL  DELINQUENCY        221 

wants  consistency.  No  deception  need  to  be 
tried  on  him.  He  also  looks  for  piety  in  his 
home,  also  simplicity;  that  is,  he  wants  it  to  be 
simply  a  home.  He  looks  for  the  kind  of  piety 
which  means  the  recognition  of  that  Other  One 
who  is  called  the  great  Father,  through  grace 
said  before  meals  and  the  observance  of  the  old- 
fashioned  virtue — family  prayers." 

Dean  Bosworth  hopefully  writes:  "I  believe  we 
are  on  the  eve  of  a  great  revival  of  family  wor- 
ship, not  the  old  type,  perhaps,  formal  and  per- 
functory, but  simple,  brief,  frank,  and  natural.  It's 
a  great  thing  for  children  to  hear  their  fathers 
pray."  Here  is  the  cure  for  parental  delinquency 
— a  return  to  a  normal  home  life,  where  love 
rules  supreme,  where  mutual  sharing  of  joy  and 
sorrow  is  recognized,  where  family  worship  is 
natural,  and  where  parental  honor  and  respect 
is  paid  by  children  and  the  rights  of  children  are 
honored  and  respected  by  parents. 

The  Family 

"Two  great,  strong  arms;  a  merry  way; 
A  lot  of  business  all  the  day; 
And  then  an  evening  frolic  gay. 

That's  Father. 
A  happy  face  and  sunny  hair; 
The  best  of  sweetest  smiles  to  spare; 
The  one  you  know  is  always  there. 

That's  Mother. 


222  BOYOLOGY 

A  bunch  of  lace  and  ru£By  frocks; 

A  Teddy-bear;  a  rattle-box; 

A  squeal;  some  very  wee  pink  socks. 

That's  Baby. 
A  lot  of  noise;  a  suit  awry; 
A  wish  for  candy,  cake  and  pie. 
My  grammar  may  be  wrong,  but,  my! 

That's  me!" 

— B.  E.  W. 


CHAPTER  XI 

Skedaddling  from  Sunday  School 

"Man  am  I  grown,  a  man's  work  must  I  do. 
Follow  the  deer?  follow  the  Christ,  the  King. 
Live  pure,  speak  true,  right  wrong,  follow  the  King — 
Else,  wherefore  born?" 

— Tennyson. 

Thus  spake  Gareth  of  old.  The  twentieth 
century  youth,  however,  seldom  gets  beyond  the 
first  four  words — "Man  am  I  grown,"  for  the 
ideals  of  life  have  somewhat  changed,  and  he 
is  inclined  to  follow  the  crowd  in  its  mad  search 
for  pleasure  and  financial  success.  Gareth 's  ideals 
are  still  the  ideals  of  the  Sunday  school  and  they 
clash  with  worldly  ideals,  so  he  "skedaddles." 

Skedaddle  means  to  run  away.  It  is  taken 
from  the  Greek  word  "skedannumi"  meaning  to 
retire  tumultuously.  In  Scotland  "skedaddle"  is 
used  in  the  sense  of  spilling.  If  we  are  to  take 
seriously  the  reports  which  come  from  what  are 
considered  reliable  sources,  older  boys  are  liter- 
ally retiring  from  Sunday  school — if  not  tumul- 
tuously, they  are  at  least  "spilling"  out.  One 
of  the  largest  Protestant  denominations  recently 
reported  a  loss  of  thirty-one  thousand  children 
223 


224  BOYOLOGY 

from  the  Sunday  school  in  one  year.  This  start- 
ling statement  raised  the  query — Why?  Accord- 
ing to  the  findings  of  the  Commission  for  the 
Adolescent  Period  appointed  by  the  International 
Sunday  School  Association  the  proportion  of  boys 
between  13  and  16  years  of  age,  and  that  of 
girls  of  the  same  age  who  dropped  out  of  Sunday 
school  was  62  per  cent,  from  17  to  19  years  of 
age,  77  per  cent.  In  other  words,  62  out  of  every 
100  younger  boys — 13  to  16 — and  77  out  of 
every  100  older  boys— 17  to  19— "skedaddle" 
from  the  Sunday  school  at  the  time  when  they 
need  this  anchorage  most.  Since  the  banishment 
of  definite  moral  and  religious  training  from  our 
public  schools  and  higher  schools  of  education, 
particularly  those  supported  by  state  funds,  the 
only  remaining  institution  for  definite  religious 
instruction  is  the  Sunday  school.  Pres.  W.  H. 
P.  Faunce  makes  this  significant  statement: 

"In  the  exclusion  of  religious  instruction  from 
the  public  schools  and  the  failure  of  the  church 
to  meet  the  consequent  demand  upon  it  for 
religious  education,  I  see  a  problem,  the  gravity 
of  which  it  is  impossible  to  exaggerate.  Our 
National  peril  is  that  the  supremely  important 
task  of  our  generation  will  fall  between  the  church 
and  the  state  and  will  be  ignored  by  both.  Mil- 
lions are  for  this  reason  growing  up  in  America 
today  without  any  genuine  religious  training.    If 


TOO  BIG  FOR  SUNDAY  SCHOOL    225 

the  home  and  the  church  shirk  their  responsi- 
bility, our  people  will  be  in  fifty  years,  a  nation 
without  religion,  i.  e.,  a  nation  disintegrating 
and  dying.  "^  It  is  therefore  important  that  the 
cause  of  this  "spilling"  should  be  located.  To 
get  first-hand  information  the  following  question 
was  put  to  several  thousand  boys  in  conferences 
of  older  boys,  held  in  connection  with  the  Men 
and  Religion  Movement:  "Why  don't  boys  be- 
tween 15  and  20  years  attend  Sunday  school?" 
Their  answers,  in  the  order  of  the  largest  number 
of  replies,  were  as  follows: 

"Too  big  and  too  old  to  go." 

"Sunday  school  not  interesting." 

"Lessons  uninteresting." 

"Sunday  school  too  *kiddish.' " 

"Other  attractions  like  *moving  pictures.'  " 

"Not  interested." 

"Nothing  to  do." 

"Only  for  girls." 

"Other  boys  make  fun  of  them." 

"Indifference." 

"Feel  it  unnecessary." 

"Don't  like  women  leaders." 

"Too  lazy  to  go." 

"Not  required  by  parents." 

"No  older  boy  classes." 

"Not  invited  to  go." 

"Too  tired." 

"Parents  don't  go." 


Faunce,  "Religious  Education  Association"  address. 


226  BOYOLOGY 

*T)on't  want  to  go." 

"Good  enough  now." 

"Know  it  aU." 

**Teacher  too  strict." 

"Old-fashioned  ideas  taught." 

"Church  service  enough." 

'Teachers  don't  understand  older  boys." 

"They  outgrow  it;  teachers  leave  them." 

"Absence  of  social  life." 

*The  *rest  of  the  bunch'  don't  go." 

"Boys'  sentiments  are  choked  by  teachers." 

**Teachers  irregular  in  attendance." 

The  majority  of  boys  seemed  to  think  that 
they  were  too  old  and  too  big  to  attend  Sunday 
school.  An  elder  in  a  Presbyterian  church  once 
said,  **We  have  lost  a  generation  of  men  from 
our  church." 

"How  do  you  account  for  it.'^" 

"Years  ago  we  let  the  boys  that  are  now  men 
slip  out  of  our  Sunday  schools." 

The  big  boy  is  a  problem  and  for  that  reason 
is  all  the  more  interesting.  Sunday  schools 
which  have  tackled  the  problem  intelligently  and 
in  a  statesmanlike  manner  have  found  that,  like 
all  problems,  it  has  a  solution.  No  "big"  boy 
wants  to  be  classified  with  the  "kids."  It  is 
not  because  of  a  lack  of  interest  in  religion  that 
he  drops  out,  but  largely  because  of  misclassi- 
fication.  Childish  songs  do  not  appeal  to  him, 
and    there    are    op>ening    exercises   which    cause 


TOO  BIG  FOR  SUNDAY  SCHOOL    227 

irritation,  so  he  usually  waits  on  the  outside 
until  the  agony,  as  he  terms  it,  is  over.  This 
waiting  outside  usually  makes  his  real  exodus 
from  the  school  easy.  "The  average  boy  is 
short  on  long  prayers,  long  sermons,  and  long 
faces,"  and  he  tires,  as  well  as  retires,  quickly 
when  these  "virtues"  are  prominent  in  services 
and  worshipers. 

Another  "Why"  is,  that  the  "gang"  or  the 
rest  of  the  "bunch"  don't  go.  If  Sunday  school 
attendance  is  unpopular  with  his  gang,  his 
loyalty  to  the  standards  of  the  gang  is  stronger 
than  his  loyalty  to  the  school.  The  gang,  as  a 
rule,  are  hedonic;  that  is,  they  regard  enjoyment 
as  the  chief  good  in  life.  They  are  not  passive 
but  active  during  this  period  of  "hedonhood"; 
the  motto  "Have  a  Good  Time"  governs  their 
actions.  This  is  the  reason  why  trouble  is  always 
brewing  in  the  older  boys'  class.  Their  inter- 
pretation of  a  good  time  is  different  from  that 
of  the  teacher  and  superintendent.  "Hedonists" 
are  made  up  of  two  parts  impulse  to  one  part 
reason,  and  therefore  go  in  the  direction  of  the 
strongest  pull.  If  the  gang  says,  "Let's  go  fishing," 
why  fishing  they  go.  To  capture  the  gang  and 
line  them  up  for  active  service  is  the  solution. 

Inefficient  teachers  is  another  "Why."  A 
teacher  who  is  irregular  in  attendance  soon  dis- 
covers he  has  no  class  to  teach.    A  boy  quickly 


228  BOYOLOGY 

loses  interest  and  is  gone.  Some  teachers  treat 
a  boy  as  if  he  were  a  machine  rather  than  a  hfe. 
True,  he  is  fearfully  and  wonderfully  made,  but 
he  is  not  an  automaton.  "Boys  will  not  be 
mechanically  filled  on  Sundays  from  a  teacher's 
big  *hopper-head.'  "  The  boy  soon  tires  even  of 
talking  machines.  A  carelessly  prepared  lesson 
is  easily  recognized  by  a  wide-awake  boy.  He 
is  an  X-ray  machine  and  he  can  i>enetrate  into 
the  very  depths  of  a  teacher.  Nothing  escapes 
his  eyes.  A  teacher  who  loses  his  temper  will 
soon  lose  his  boys.  "A  misfit  teacher  ere  long 
means  a  missing  boy."  Boys  are  attracted  by  a 
personality  rather  than  by  an  institution  or  an 
abstract  principle,  and  as  some  one  has  wisely 
said,  "The  teacher  who  does  not  enter  in  spirit 
the  strange  *Big  Boy  world,'  see  there  what  he 
sees,  and  feel,  as  nearly  as  possible,  what  he 
feels,  and  then  try  to  interpret  to  him  the  mean- 
ing all  these  things  hold  for  him,  will  lose  him." 
Much  depends  upon  the  teacher  if  older  boys 
are  to  be  kept  in  the  Sunday  school. 

The  irrehgious  atmosphere  and  indifferent  re- 
ligious influence  of  some  homes  is  another  "Why." 
Father  and  many  of  the  business  men  do  not 
go  to  Sunday  school,  why  should  he.'*  "Stepping 
in  the  steps  of  father"  is  not  so  much  a  fancy  as 
a  fact.  When  father  says  "Come"  instead  of 
"Gro,"  more  boys  will  step  in  the  path  to  the 


TOO  BIG  FOR  SUNDAY  SCHOOL     229 

Sunday  school  blazed  by  fathers,  instead  of 
skedaddling  away  in  the  opposite  direction. 
"How  shall  we  keep  our  older  boys?"  was  once 
asked  at  a  conference.  "Build  a  wall  of  men  be- 
tween them  and  the  door'*  was  the  reply.  If  this 
wall  be  made  up  of  fathers,  so  much  the  stronger. 

Criticism  or  active  opposition  is  another  pa- 
rental "Why'*  that  is  responsible  for  scores  of 
boys  leaving  the  Sunday  school.  Criticism  of 
minister,  church,  Sunday  school,  superintendent 
or  teacher  which  some  boys  hear  in  some  homes 
loosens  the  boy's  grip  on  all  things  religious. 
Church  gossip  in  home  conversation  paralyzes 
many  a  Sunday  school's  chance  to  hold  and  help 
the  boy." 

Lack  of  definite  things  to  do  is  another  "Why." 
The  Sunday  school  that  is  a  "society  for  sitting 
still"  will  soon  find  many  vacant  chairs  which 
were  once  occupied  by  growing  boys.  Youth 
is  a  period  of  "doing  things."  There  is  a  lack 
of  the  appeal  for  service  demanding  sacrifice. 
The  boy  is  an  earnest  seeker  after  goodness,  but 
despises  the  "goody-goody."  To  come  Sunday 
after  Sunday  and  hear  about  the  "good,  the  beau- 
tiful and  the  true"  does  not  find  a  ready  response 
in  the  heart-blood  that  is  coursing  through  his 
veins  and  in  the  tremendous  energy  stored  up 
in  his  body  throbbing  for  some  definite  form  of 
expression. 


230  BOYOLOGY 

Irreverence  for  the  Sabbath  is  another  reason 
"Why."  One  of  America's  greatest  sins  is  irrever- 
ence; irreverence  for  the  Bible,  the  Church,  the 
ministry;  irreverence  of  children  for  parents,  of 
younger  for  older,  of  Christians  for  sacred  things. 
"No  Sabbath,  no  worship;  no  worship,  no  religion; 
no  religion,  no  morals;  no  morals,  then — pandemo- 
nium" is  the  deduction  made  by  an  observing 
writer.  The  "Automobile"  Sunday  is  a  poor 
substitute  for  the  Puritan  Sabbath,  for  while 
the  latter  was  perhaps  devoid  of  joy,  the  former 
is  surely  not  a  day  of  rest.  Boys  are  whirled 
away  by  parents  in  automobiles  to  some  pop- 
ular resort  or  distant  parts,  stuffed  with  food 
and  excitement,  and  brought  back  late  at  night 
physically,  mentally,  and  morally  "tired  out." 
Only  one  experiment  with  this  new  form  of 
Sunday  excitement  is  required  to  make  the 
Sunday  school  seem  tame  ever  after. 

Modern  sensationalism  is  an  irresistible  pulling 
force.  The  bulky,  ill-smelling,  poorly  printed 
Sunday  paper  invades  the  home  at  an  early 
hoiu*,  and  the  boy  is  soon  lost  in  the  mess,  for 
it  is  indeed  too  often  a  queer  "conglomeration 
of  hideous  colors,  crude  drawings  and  cheap 
humor."  "They  are  the  unfunniest  pictures 
ever  conceived  by  the  mind  of  man,"  says  Lind- 
sey  Swift.  "It  is  impossible  to  describe  the 
vulgarity   and   inanity   of   these   drawings   and 


TOO  BIG  FOR  SUNDAY  SCHOOL    231 

colorings."  "These  pictures,"  says  The  Nation, 
"are  more  tragic  than  comic  and  more  barbaric 
than  either."  A  Kbrarian  says:  "They  are  a  cheap 
travesty  of  real  fun.  The  chief  motifs  are  physi- 
cal pain  and  deceit.  They  make  fun  of  old  age, 
physical  infirmities,  of  other  races  and  religions 
and  undermine  respect  for  law  and  authority." 
G.  Stanley  Hall  says  that  the  Sunday  news- 
paper causes  those  who  read  it  to  "strike"  the 
key  note  of  the  day  on  a  very  low  level.  The 
publicist,  the  journalist,  the  educator,  the  min- 
ister, all  agree  that  pictures  of  this  sort  produce 
a  low  standard  of  life  values. 

Cheap  motion  picture  entertainments  on  the 
Sabbath  attract  many  older  boys  into  a  kind  of 
environment  which  dulls  all  the  ideals  taught 
in  the  Sunday  school  he  may  have  attended 
earlier  in  the  day  and  takes  the  edge  off  any 
zest  he  might  otherwise  have  for  things  religious. 
It  is  hard  to  throw  off  the  spell  of  the  "Movies" 
and  easy  to  cast  away  the  influence  of  the  Sun- 
day school. 

Industrialism  which  robs  a  boy  of  his  Satur- 
day afternoon  of  recreation  and  forces  him  into 
Sunday  pleasure  is  another  "Why."  Many 
older  boys  are  literally  worn  out  at  the  end  of 
the  week  because  of  the  grind  of  office,  store,  or 
factory,  and  Sunday  is  the  only  time  they  have 
to  re-create  and  regain  vitality.     Sunday  also 


BOYOLOGY 

is  a  profitable  day  for  the  soda  fountains,  and 
hundreds  of  older  boys  are  lost  to  the  Sunday 
school  because  of  their  engagements  to  dispense 
liquid  refreshments  to  the  tired  and  thirsty  "rest- 
seekers."  A  "day  of  rest"  is  a  misnomer  to  the 
victims  of  Sunday  industrialism. 

Another  "Why"  is  a  peculiar  kind  of  modern 
skepticism  which  blatantly  derides  everything 
that  is  religious.  The  older  boy  who  is  just 
beginning  to  be  independent  in  his  thinking 
hears  this  cheap,  street-corner  scoffing  at  religion 
and  sacred  things  and  his  whole  view  of  life 
becomes  poisoned.  His  reasoning  faculties  have 
not  yet  matured  sufficiently  to  determine  for 
himself  the  difference  between  intellectuality  and 
slander.  With  this  kind  of  conversation  pouring 
into  his  ears  six  days  of  the  week,  his  attitude 
toward  the  Sunday  school  is  not  friendly,  and  it 
requires  a  strong  personality  and  a  program  full 
of  sane  intellectualism  to  counteract  this  vicious 
influence. 

Failure  to  understand  the  older  boy  is  per- 
haps the  greatest  "Why."  A  superintendent 
tactlessly  separated  a  class  of  fifteen  older  boys 
into  two  classes,  without  consulting  them,  with 
the  result  that  the  enrolment  of  the  school  was 
reduced  by  fifteen.  After  considerable  persuasion 
of  friends  and  some  coercion  of  parents  five  of 
the  boys  returned  to  the  school.    A  sympathetic 


TOO  BIG  FOR  SUNDAY  SCHOOL    233 

man  teacher  succeeded  in  interesting  and  holding 
the  class  and  it  grew  to  ten  boys.  Just  when 
this  class  reached  its  height  a  second  time  this 
same  superintendent  repeated  his  action  and 
separated  the  class.  It  took  a  conference  between 
the  pastors,  the  teacher,  and  the  ten  boys  to 
win  them  back  to  the  school.  Gangs  refuse  to 
be  separated  and  a  failure  to  understand  this 
by-law  of  boy  life  is  fatal. 

InsuflScient  time  during  the  Sunday  school 
period  for  the  study  of  the  lesson  is  another 
"Why."  Older  boys  enjoy  a  discussion,  but 
the  time  given  does  not  permit  of  this  interest- 
holding  method.  In  the  Child  Welfare  Exhibit 
held  in  New  York  several  years  ago,  the  follow- 
ing statement  printed  upon  a  huge  standard 
impressed  me  very  much:  "Thirty  minutes  a 
week  for  religious  instruction  in  Protestant 
churches,  whereas  in  the  day  school  the  instruc- 
tion in  mathematics  would  be  equivalent  to 
forty-one  years  of  Sunday  school  instruction." 
When  the  significance  of  this  statement  is  realized 
we  wonder  that  so  few  boys  have  "skedaddled" 
instead  of  so  many.  Even  this  thirty  minutes 
is  often  frittered  away  and  many  times  seems 
difficult  to  occupy  fully.  If  the  boy  has  added 
to  this  thirty  minutes  an  hour's  study  of  the 
Bible  in  a  Young  Men's  Christian  Association, 
as  compared  with  the  time  spent  in  the  secular 


234  BOYOLOGY 

schools,  he  is  receiving  but  a  small  proportion 
of  the  religious  education  which  will  fit  him  to 
live  not  only  upon  this  earth,  but  for  eternity. 
"Only  thirty  minutes.**  How  many  teachers 
look  upon  this  thirty  minutes  as  a  supreme 
opportunity? 

Many  Sunday  schools  are  not  yet  aware  of 
the  seven  days  a  week  hold  upon  the  boy  and 
therefore  make  no  provision  for  his  week-day 
interests.  There  are  one  hundred  and  one  varie- 
ties of  activities  for  boys  which  may  be  legit- 
imately developed  by  the  Sunday  school.  While 
church  vestries  and  Sunday  school  rooms  were 
not  erected  to  abuse,  yet  their  efficient  use  re- 
mains to  be  demonstrated. 

How  to  stem  the  out-going  tide  of  boys  from 
the  Sunday  school  will  be  discussed  in  the  next 
chapter.  There  are  many  problems  to  consider. 
The  youth  looks  forward.  What  he  shall  do  in 
life  is  a  question  of  vital  concern  to  him.  The 
Sunday  school  must  give  him  that  inspiration 
and  counsel  or  else  he  will  seek  elsewhere.  If 
a  boy  is  lost  to  the  Sunday  school  he  is  lost  to 
the  Church  and  to  society. 

BROTHER,  SAVE  THE  BOY 

"Brother,  save  the  boy — 
The  boy  of  the  early  teens. 
Thirteen  on  to  sixteen  years. 


TOO  BIG  FOR  SUNDAY  SCHOOL     235 

Land  of  strange,  foreboding  fears, 
Land  of  heartaches,  sighs,  and  tears — 
Save  the  boy. 

"Brother,  save  the  boy — 
The  boy  of  the  early  teens. 
Boy  no  longer,  boyhood  gone, 
Now  approaching  manhood's  dawn. 
Adolescent  brain  and  brawn — 
Save  the  boy. 

"Brother,  save  the  boy — 

The  boy  of  the  early  teens. 
Immature,  emotions  rife. 
Choppy  waves  on  lake  of  life. 
Time  of  stress  and  storm  and  strife — 

Save  the  boy. 

"Brother,  save  the  boy — 

The  boy  of  the  early  teens, 
Growing  fast  and  faster  still. 
Stomach  like  a  sausage-mill. 
Lack  of  judgment,  stubborn  will — 

Save  the  boy. 

"Brother,  save  the  boy — 
The  boy  of  the  early  teens. 
Love  for  freedom,  love  of  might. 
Love  of  justice,  'honor  bright,' 
Love  of  food  and  fun  and  fight — 
Save  the  boy.'* 

— Raffety. 


CHAPTER  Xn 

Stemming  the  Tide 

"There  ia  a  tide  in  the  affairs  of  men. 
Which,  taken  at  the  flood,  leads  on  to  fortune; 
Omitted,  all  the  voyage  of  their  life 
Is  bound  in  shallows  and  in  miseries." 

— Shakespeare. 

Just  as  truly  there  is  a  tide  in  the  affairs  of 
the  Sunday  school,  which,  if  taken  at  the  flood, 
will  permanently  hold  the  boy,  but  if  omitted, 
the  older  boys,  at  least,  will  silently  pass  out 
into  life's  ocean  like  ships  without  rudders.  In 
eight  years  11,000,000  scholars  passed  through 
the  Sunday  schools  of  the  United  States  without 
manifesting  any  definite  decision  for  the  Chris- 
tian life.^  While  we  do  not  believe  that  every 
scholar  who  gave  up  Sunday  school  attendance 
had  a  moral  decline,  yet  it  is  safe  to  say  that 
they  were  unable  to  resist  the  waves  of  tempta- 
tion, which  buffeted  them  from  every  side,  with 
the  same  spirit  of  confidence  and  faith  as  in  the 
days  when  they  were  supported  by  the  moral 
strength  of  Sunday  school  attendance.    A  Brook- 

1  Statistics  12th  Int.  S.  S.  Con.,  Louisville,  Ky.,  1908. 
236 


STEMMING  THE  TIDE  237 

lyn  judge  in  sentencing  a  young  man  of  nineteen 
to  a  term  in  Elmira  for  burglary  said:  "Of  all 
the  undesirable  professions,  that  of  burglary  is 
the  worst.  No  matter  how  good  a  burglar  you 
may  be,  you  will  be  caught  and  sent  to  prison 
sooner  or  later.  I  have  seen  your  friends  who 
wished  to  speak  to  me  about  you  and  I  find  that 
all  attempts  to  have  you  go  to  Sunday  school 
have  failed.  In  the  five  years  I  have  been  sitting 
on  this  bench  I  have  had  two  thousand  seven 
hundred  boys  before  me  for  sentence,  and  not 
one  of  them  was  an  attendant  of  a  Sunday 
school.  Had  you  gone  there  I  am  sure  you  would 
not  be  before  me  today." 

In  1910  appeared  a  statement  by  a  social 
worker,  regarding  the  chances  of  a  boy's  going 
astray  under  modern  living  conditions,  which 
challenges  not  only  attention  but  thought.  His 
deductions  were  as  follows: 

Penitentiary 1  to  240 

Tramps 1  to  300 

Drunkards 1  to    13 

Vicious 1  to    17 

Couple  these  deductions  with  the  experience 
of  those  who  come  daily  in  contact  with  the 
misery  and  crime  of  life  as  seen  in  the  police 
courts,  and  you  have  presented  for  serious  con- 
sideration a  condition  and  not  a  theory,  which 


«38  BOYOLOGY 

religious  organizations  cannot  ignore  nor  lay  on 
the  table  for  future  palaverings. 

The  same  boys  who  were  questioned  as  to  the 
excuses  and  reasons  older  boys  give  for  not 
attending  Sunday  school,  were  asked  the  ques- 
tion, '*Why  do  older  boys  go  to  Sunday  school 
and  remain  there?"  From  hundreds  of  replies 
written  and  verbal  we  give  the  following: 

"Personality  and  attachment  for  teacher." 

"Got  the  habit." 

"Cordial  greeting." 

"Was  given  something  to  do." 

"Organized  classes." 

"Athletics."  N 

"Interesting  discussions." 

"Parents'  wish." 

"Desire  for  religious  teachings." 

"Meets  their  ideals." 

"Socials." 

"Because  of  nice  girls." 

"Because  of  music." 

"Employment  Bureau." 

"Graded  lessons." 

"Men  teachers." 

"Loyalty  to  the  class." 

"Attendance  rewards." 

"Clubs." 

"Like  it." 

"Driven  to  it." 

"Interesting  talks." 

The  Sunday  schools  which  considered  the  above 
in  their  policy  and  program  of  work  succeeded  in 


STEMMING  THE  TIDE  239 

stemming  the  outgoing  tide  of  boys  to  the  extent 
of  43  per  cent  of  boys  between  thirteen  and  six- 
teen years,  and  44  per  cent  between  seventeen 
and  nineteen  years.  A  serious  effort  is  being 
made  to  understand  the  boy  better  and  to  pro- 
vide intelligently  for  his  moral  and  religious 
growth  through  the  Sunday  school.  The  returns 
to  the  Church  made  by  the  Sunday  school  are 
all  out  of  proportion  to  the  investment  made 
by  the  Church  in  the  Sunday  school. 

75  per  cent  of  all  churches, 

95  per  cent  of  all  preachers, 

95  per  cent  of  all  church  workers, 

85  per  cent  of  all  church  members, 
have  come  up  through  and  are  products  of  the 
Sunday  school.  These  are  marvelous  results 
when  we  remember  that:  pastors  give  it  not  over 
ten  per  cent  of  their  time;  parents  give  it  not 
over  ten  per  cent  of  their  time;  theological  sem- 
inaries give  it  not  over  one  per  cent  of  their 
time;  religious  papers  give  it  not  over  one  per 
cent  of  their  space  and  the  Church  gives  it  not 
over  one  per  cent  of  its  money.  In  other  words, 
for  about  five  per  cent  of  its  investment  of  time 
and  money,  the  Church  gets  about  ninety  per 
cent  of  its  highest  and  best  results  from  the 
Sunday  school. 

The  answers  received  from  the  boys  reveal 
how  personality  proves  to  be  the  great  staying 


240  BOYOLOGY 

force.  Whenever  a  man  of  character  and  virility 
is  selected  as  a  teacher  of  boys  between  twelve 
and  nineteen,  eighty  per  cent  of  the  difficulties 
in  holding  boys  to  the  Sunday  school  are  re- 
moved. Never  has  the  call  for  strong,  forceful. 
Christian  men  of  education  to  invest  their  per- 
sonality in  teaching  a  class  of  boys  in  the  Sunday 
school,  been  sounded  so  loudly  as  today.  Boys 
have  demonstrated  their  willingness  to  follow 
this  kind  of  leadership.  Religious  education  is 
now  left  completely  to  the  Church  and  the  home. 
The  awakening  to  the  responsibility  of  this 
great  task  is  seen  throughout  the  various  branches 
of  the  Church.  The  unpreparedness  to  measure 
up  to  her  opportunity  is  causing  Institutes  for 
Teacher  Training  to  spring  up  almost  as  rapidly 
as  the  proverbial  mushrooms  and  with  about 
as  much  stability.  There  is  great  danger  of 
producing  "half  baked*'  teachers  who  have  a 
book  knowledge  or  Correspondence  Course  cer- 
tificate, but  who  are  void  of  heart  and  a  genuine 
desire  to  win  the  boy  to  the  Master,  and  lacking 
most  in  that  fine  quality  of  life  called  balance. 
"Of  all  subject  matters,"  says  Prof.  Home,  "re- 
ligion is  both  the  most  important  and  the  worst 
taught:  most  important  because  it  brings  men 
into  relations  with  the  most  real  Being;  worst 
taught,  perhaps  both  because  least  understood 
and    requiring    most    from    the    teacher.      The 


STEMMING  THE  TIDE  241 

opportunity   confronting   the   Sunday   school   is 
unique  among  educational  institutions." 

If  the  answer  of  the  boy  "Personality  of  and 
attachment  for  teacher'*  which  was  given  as  the 
reason  for  remaining  in  the  Sunday  school  was 
analyzed,  the  summing  up  would  be,  "His  in- 
terest in  me."  "Where  the  teacher's  life  is 
guided  by  the  idealism  of  a  true  Christian  faith," 
says  Franklin  McElfresh,  "where  Christ  himself 
is  the  object  of  the  heart's  deepest  loyalty,  this 
inner  life  will  be  felt  and  appreciated  by  the 
boys,  though  they  will  seldom  express  it.  These 
are  the  days  when  life  comes  to  climaxes,  when 
the  will  makes  its  great  decisions.  ...  If  the 
teacher  fails  to  win  the  boy  to  Christ,  to  the 
Church,  to  the  clean  life,  and  to  a  noble  purpose, 
he  has  lost  the  days  of  richest  opportunity;  for 
never  again  will  the  boy  be  so  free  from  prejudice 
or  influence  from  without."^ 

Without  this  interest,  teaching  will  be  non- 
productive. "To  call  forth  the  native  powers 
of  the  soul  into  the  world  of  action"  is  the  pur- 
pose of  education. 

"We  teach  and  teach. 
Until  like  drumming  pedagogues,  we  lose 
The  thought  that  what  we  teach  has  higher  ends 
Than  being  taught  and  learned." 

If  what  is  taught  is  the  Gospel,  then  will  the 


2  McElfresh,  "The  Training  of  S.  S.  Teachers,"  p.  143. 


242  BOYOLOGY 

soul  respond,  for  the  words  of  Jesus  are  spirit 
and  are  life.  Lifeless  teaching  cannot  produce 
action  and  desire  for  service. 

"Got  the  habit"  was  another  answer  by  the 
boys.  Someone  has  said  that  habit  is  very  hard 
to  get  rid  of,  for  if  you  rub  out  the  **h"  you  still 
have  "abit,"  and  if  you  rub  out  the  "ab"  you 
still  have  "it." 

"How  did  you  form  the  Sunday-school-going 
habit.''"  was  asked  a  number  of  boys  by  the 
writer,  and  the  following  answers  are  typical  of  the 
large  number  of  replies: 

"Parents  taught  me  to  go." 

"The  habit  was  formed  when  a  Sunday  School 
Indoor  Baseball  League  was  started  by  the 
Y.  M.  C.  A.;  a  rule  was  that  only  one  Sunday 
could  be  missed  out  of  every  three.  I  go  now  with- 
out missing  one  if  I  can  help  it." 

"A  certain  man  asked  me  to  come  one  Sunday, 
so  I  went,  and  I  have  been  pretty  steady  ever 
since." 

"Kept  going  until  I  enjoyed  it." 

The  boy  who  has  the  Sunday-school-going  habit 
should  be  encouraged  to  keep  it  healthy  and 
vigorous  and  not  be  permitted  to  have  "it"  be- 
come weak  and  anemic  through  the  non-attend- 
ance of  a  teacher  or  the  lack  of  interesting  les- 
sons. By  some  strange  process  of  nature  good 
habits  die  much  younger  than  bad  habits,  and 
yet  some  good  habits  live  to  a  good  old  age. 


STEMMING  THE  TIDE  243 

It  was  the  habit  of  the  Master  to  go  regularly 
to  the  Synagogue. 

First  impressions  are  always  lasting  impres- 
sions. A  cordial  greeting  has  proven  to  be  the 
best  kind  of  a  holding  attraction.  To  be  re- 
ceived by  a  human  icicle  results  in  a  "freeze 
out."  A  hearty,  warm  handgrasp,  coupled  with 
a  straight  look  in  the  eye  of  the  stranger,  has 
won  many  to  the  Sunday  school  and  Church. 
The  reason  why  a  boy  went  to  a  Sunday  school 
several  miles  from  his  home  in  preference  to  the 
one  located  on  the  block  near  his  house  was,  he 
said,  "Because  they  Uke  a  fellow  down  there." 
Beware  of  the  man  who  greets  strangers  with 
the  "clammy"  handshake,  and  a  bromidic  phrase. 
He  can  do  much  harm.  Put  the  cheerful  man 
in  front,  the  man  who,  as  Addison  says,  has 
"a  cheerful  temper,  which,  joined  with  innocence, 
will  make  beauty  attractive,  knowledge  delight- 
ful, and  wit  good  natured."  The  Sunday  school 
should  be  a  cheerful  place.  "Cheerfulness  is  an 
excellent  wearing  quality;  it  has  been  called  the 
bright  weather  of  the  heart."  "Be  of  good 
cheer"  was  a  favorite  expression  of  Jesus  Christ, 
and  worthy  of  emulation  by  His  ambassadors. 

"Was  given  something  to  do"  has  been  the 
salvation  of  thousands.  What  are  some  of  the 
things  Sunday  school  classes  are  doing?  A 
popular  way  to  describe  class  activities  is  known 


244  BOYOLOGY 

as  the  fourfold  type  of  activities:  physical,  such 
as  athletics,  games,  camping,  lectures  on  hygiene, 
etc.;  social,  such  as  home  and  church  socials, 
entertainments,  game  tournaments,  exhibitions, 
musicals,  etc.;  mental,  such  as  practical  talks, 
life-work  talks,  educational  trips,  citizenship,  etc.; 
spiritual,  such  as  organized  Bible  classes,  church 
membership,  cooperation  in  church  activities, 
winning  others,  etc.,  etc."^ 

Service  was  the  great  appeal  of  Jesus  Christ. 
It  was  His  definition  of  greatness.  "He  that 
would  be  greatest  among  you,  let  him  be  servant 
of  all."  The  kind  of  service  which  challenges, 
especially  older  boys,  is  that  which  demands 
sacrifice.  "Self-seeking  brings  chaos."  "Jealousy 
is  nitrogen,"  and  "Service  saves  from  self," 
are  sentences  which  should  be  reiterated  until 
they  become  dynamic  in  the  lives  of  men  and 
boys.  Inter-church  organizations  promote  fellow- 
ship and  strengthen  the  Brotherhood  idea.  "No 
man  liveth  imto  himself";  neither  should  a 
church  be  self -centered.  Community  competi- 
tion should  be  changed  into  community  coopera- 
tion. This  does  not  always  mean  federation, 
but  it  does  mean  unity  and  harmony  in  work 
that  promotes  righteousness  and  community 
betterment. 


« Alexander,  "The  Boy  and  the  Sunday  School" — list  of  activities, 
pp.  107-109. 


STEMMING  THE  TmE  245 

This  can  best  be  done  through  the  organized 
class.  Boys  are  enthusiastic  "joiners."  Numer- 
ous buttons  displayed  on  coat  lapels  or  on  vests 
are  the  sign  of  belonging  to  something.  It  is 
easier  to  organize  boys  than  to  organize  any 
other  kind  of  business.  Micawber-Hke,  they  are 
waiting  for  some  new  organization  to  turn  up. 
The  boy  is  the  patron  saint  of  many  industries 
which  are  kept  busy  turning  out  celluloid  buttons, 
watch  fobs,  fraternity  pins,  society  stationery, 
scout  suits,  camping  outfits,  and  the  hundred 
and  one  things  needed  in  equipping  his  many 
organizations. 

Some  time  ago  I  made  a  study  of  the  various 
organizations  of  boys  and  discovered  forty-four 
to  be  in  existence.  Many  of  them  have  three 
degrees,  each  of  them  having  insignia  and  ritual. 
Some  were  educational,  some  altruistic,  some 
semi-reHgious,  and  a  large  proportion  religious. 
The  "get-together"  instinct  demands  expression 
and  the  Sunday  school  which  wisely  and  tact- 
fully encourages  organized  classes  and  week-day 
societies  will  find  them  to  be  a  great  ally  in 
holding  boys.  Every  organization  should  lead 
to  the  building  up  of  Christian  character,  for 
after  awhile,  the  uniform  regalia  and  scout  cos- 
tume loses  its  attraction,  and  the  little  button 
on  the  coat  lapel  or  watch  fob  is  the  extent  of 
his  outward  identification  of  membership.     His 


246  BOYOLOGY 

work  now  should  mean  more  to  him  than  his 
uniform.  If  he  is  tied  up  to  an  organized  Bible 
class,  he  has  something  permanent  and  which 
he  cannot  outgrow.  At  fifteen  scouting  and 
knighthood  cease  to  interest  him,  and  at  eighteen 
or  twenty  he  is  usually  through  with  fraternities 
and  orders,  or  else  he  is  in  college,  where  the 
fraternity  means  something  of  a  different  nature. 
He  outgrows  this  type  of  organization  as  he  out- 
grows a  suit  of  clothes.  Graduation  from  these 
orders  very  often  means  graduation  from  the 
Sunday  school  and  Church.  All  kinds  of  activ- 
ities may  be  injected  into  an  organized  Bible 
class,  and  the  class  organization  kept  flexible 
enough  for  an  adjustment  to  every  stage  of  boy 
development  and  all  its  physical,  social,  mental, 
and  spiritual  needs. 

Many  Sunday  schools  are  finding  that  the 
organization  of  a  Boys*  Department  is  another 
method  of  holding  boys.  The  idea  originated 
some  years  ago  in  Holyoke,  Mass.,  and  is  known 
as  the  Holyoke  plan.  It  is  the  grouping  to- 
gether of  organized  classes  for  the  sake  of  imity 
and  team  work  among  the  adolescent  boys.  The 
classes  are  composed  of  boys  between  twelve  and 
eighteen  years  of  age,  and  meet  as  a  separate 
department  of  the  school,  having  its  own  superin- 
tendent, its  own  opening  and  closing  services 
and  those  activities  in  which  boys  would  naturally 


STEMMING  THE  TIDE  247 

be  interested.  In  some  Sunday  schools  the 
department  meets  once  a  month  with  the  com- 
bined departments  and  participates  in  the  pro- 
gram. Wherever  this  plan  has  been  tried  it  has 
increased  the  attendance  of  boys  and  created  a 
genuine  interest  and  enthusiasm  for  the  entire 
church  Hfe.  The  Boys'  Department  is  not  merely 
a  system  of  sex  segregation,  although  a  good 
many  educators  are  urging  the  segregation  of 
the  sexes  in  public  education;  it  is  a  clear  under- 
standing of  the  gang  principle  which  clamors 
for  club  or  organization.  The  neglect  of  the 
Sunday  school  to  recognize  the  organizing  or 
"joining"  instinct  was  the  reason  why  so  many 
boys'  organizations  sprang  into  existence  outside 
the  Church. 

The  adolescent  period  of  life  cannot  be  treated 
as  a  unit,  for 

"As  each  new  life  is  given  to  the  world. 
The  senses — like  a  door  that  swings  two  ways — 
Stand  ever  twixt  its  inner  waiting  self 
And  that  environment  with  which  its  lot 
Awhile  is  cast. 

A  door  that  swings  two  ways: 


Inward  at  first  it  turns,  while  nature  speaks. 
Then  outward,  to  set  free  an  answering  thought." 

"Childhood  learns  the  world  and  conforms  to 
it.     With  adolescence  comes  the  consciousness 


248  BOYOLOGY 

of  a  new  self  within  the  soul.  The  mysteries  of 
his  own  personality  now  challenge  him  to  search 
them  out.  He  finds  himself  occupied  with  the 
problems  of  a  free  person.  Toward  persons  he 
begins  to  act  as  a  person,  no  longer  imitatively, 
but  freely,  independently.  Later  he  discovers 
that  he  is  a  member  of  society.  The  self-centered 
life  is  being  transformed  into  the  socialized  life 
of  the  man  and  the  claims  of  the  social  order 
are  one  by  one  enforced  upon  him.  The  long 
and  passionate  struggle  of  a  youth's  restless  years 
is  to  get  a  correct  adjustment  of  personal  and 
social  relations  with  the  persons  who  make  up 
the  human  world  about  him  and  the  Supreme 
Person  above.  On  correct  adjustment  here,  the 
blessedness  or  the  perdition  of  life  depends;  the 
burden  of  responsibility  cannot  be  shifted;  each 
must  make  his  own  adjustment,  with  fatal  re- 
sults, for  weal  or  woe;  and  that  is  why,"  says 
McKinley,  "the  hopes  of  youth  are  such  bound- 
ing hopes,  the  sorrows  of  youth  such  poignant 
sorrows."*  It  is  here  that  the  graded  lessons 
prove  so  helpful,  and  so  effective  in  stemming 
the  tide  of  outgoing  boys  from  the  Sunday 
school.  What  was  good  for  them  two  years  ago, 
is  now  full  of  barren  platitudes,  mere  goody- 
goodiness,  because  their  souls  are  ready  for  a 
deep)er,    and    a    more    personal    religion.      Such 

*  McKinley,  "Educational  Evangelism,"  Chap.  VII. 


STEMMING  THE  TIDE  249 

courses  as  "The  World:  A  Field  for  Christian 
Service,"  "The  Problems  of  Youth  in  Social 
Life,"  "The  Books  of  Ruth  and  James,"  a  series 
prepared  by  Sidney  A.  Weston,  Ph.D.,  of  the 
Pilgrim  Press,  and  "Athletes  of  the  Bible,"  by 
Brink  and  Smith  (Association  Press),  and  other 
similar  courses,  have  in  them  the  service  appeal, 
and  afford  opportunity  for  discussion. 

"There  are  four  chief  instruments  of  education," 
says  McKinley — "impression,  instruction,  asso- 
ciation, and  self-expression.  These  answer  in  a 
general  way  to  the  four  principal  forms  of  re- 
ligious exercise,  worship,  disclpleship,  fellowship, 
and  service:  and  from  the  use  to  be  made  of 
these  instruments  to  promote  the  religious  ad- 
justments of  the  soul  to  God,  the  primary  prin- 
ciples governing  the  agencies  and  methods  of 
religious  work  for  youth  may  be  deduced."^ 

When  the  Sunday  school  becomes  the  Bible 
school,  with  its  carefully  planned  and  graded 
departments,  with  its  services  of  worship,  then 
a  new  respect  will  be  shown  by  the  older  boys 
and  a  loyalty,  not  even  dreamed  of,  will  be 
evidenced. 


•  McKinley,  "Educational  Evangelism,"  p.  227. 


CHAPTER  XIII 

The  Church,  the  Preacher,  the  Sermon, 
THE  Boy 

A   PARABLE 

"Two  men  went  up  into  the  Temple  of  God.  One 
went  to  listen  to  the  music  critically,  as  he  would  listen 
at  a  concert,  and  to  see  if  the  preacher  would  be  able  to 
say  some  new  thing  that  day.  The  other  went  to  wor- 
ship God,  and  the  music  seemed  to  him  fitted  to  help 
the  soul  rise  as  on  eagle's  wings;  and  the  simple  word  of 
the  preacher  seemed  to  him  the  word  of  God  coming 
from  the  Father  through  a  brother's  heart.  And  all  the 
week  God  seemed  nearer  to  him  because  of  that  hour 
in  the  Father's  House." — From  a  Church  Calendar. 

"Morbus  Sabbaticus,  or  Sunday  sickness,"  de- 
scribed by  an  unknown  author,  "is  a  disease 
peculiar  to  the  male  portion  of  the  conununity. 
The  symptoms  vary,  but  it  never  interferes  with 
the  appetite.  It  never  lasts  more  than  twenty- 
four  hours.  No  physician  is  ever  called.  It 
always  proves  fatal  in  the  end — to  the  soul. 
It  is  becoming  fearfully  prevalent,  and  is  destroy- 
ing thousands  every  year. 

"The  attack  comes  on  suddenly  every  Sunday; 
no  symptoms  are  felt  on  Saturday  night;  the 
patient  sleeps  well  and  wakes  feeling  well;  eats 
250 


THE  CHURCH  AND  THE  BOY      251 

a  hearty  breakfast,  but  about  church  time  the 
attack  comes  on  and  continues  until  services 
are  over  for  the  morning.  Then  the  patient  feels 
easy  and  eats  a  hearty  dinner.  In  the  afternoon 
he  feels  much  better  and  is  able  to  take  a  walk 
or  a  motor  ride,  and  read  the  Sunday  papers; 
he  eats  a  substantial  supper,  but  about  church 
time  he  has  another  attack  and  stays  at  home. 
He  wakes  up  Monday  morning  refreshed  and  able 
to  go  to  work,  and  does  not  have  any  symptoms 
of  the  disease  until  the  following  Sunday.'* 

The  spread  of  this  peculiar  disease — "Morbus 
Sabbaticus'* — has  been  so  prevalent  that  the 
Church  has  become  alarmed  and  has  instituted 
a  campaign  to  stamp  it  out,  known  as  the  "Go- 
to-Church"  Sunday;  also  stereopticon  pictures, 
moving  pictures,  religious  dramas,  augmented 
music,  and  other  devices  of  drawing  power,  have 
been  used  with  varying  effect,  the  patient  rally- 
ing for  a  time  only  to  relapse  into  a  state  of 
innocuous  lassitude.  Easter  and  Christmas  are 
hypodermic  injections,  stimulating  church  at- 
tendance for  the  day  only.  There  comes  a  time 
in  the  treatment  of  chronic  cases  when  heroic 
measures  must  be  resorted  to  if  the  life  of  the 
patient  is  to  be  saved.  A  thorough  diagnosis  is 
made  of  the  patient  and  the  disease.  After 
consultation  between  the  attending  physicians  a 
decision  is  reached.    This  decision  may  mean  to 


252  BOYOLOGY 

operate  or  to  send  the  patient  away  for  a  change 
of  environment,  or  the  use  of  auto-suggestion  to 
release  the  patient  from  the  power  of  hallucination. 

This  analogy  between  physician  and  patient 
may  not  be  absolutely  the  same  as  between 
Church  and  people,  yet  there  is  a  similarity, 
for  today  there  exist  too  many  churchless  boys 
and  boy  less  churches.  There  was  a  time  when 
parents  not  only  attended  church  but  took  the 
children  with  them,  when  the  family  pew  was 
occupied  by  the  family,  when  the  Sabbath  was 
looked  forward  to  as  a  day  of  worship  and  rest, 
when  the  preparation  for  the  Sabbath  began 
on  Saturday  by  the  doing  of  many  things  on 
that  day  which  would  free  the  Sabbath  from 
even  household  cares,  in  order  that  the  spirit 
of  rest  might  envelop  the  home. 

According  to  the  figures  of  H.  K.  Carroll,  the 
seating  capacity  of  the  Protestant  Churches  in 
the  United  States  in  1910  was  40,082,237,  while 
the  total  communicant  membership  was  14,229,- 
940.  This  leaves  room  for  25,852,297  additional 
men,  women,  and  children  who  may  care  to 
attend  worship  on  Sunday  without  disturbing 
the  communicants."^  The  average  increase  since 
1913,  for  all  religious  bodies,  great  and  small. 
Christian  and  non-Christian,  is  2  per  cent.^ 


1  Carroll,  "The  Religious  Forces  of  the  United  States,"  p.  393. 
*  "Churchmen  Afield,"  Boston  Transcript,  February  13,  1914. 


THE  CHURCH  AND  THE  BOY      253 

In  order  to  find  out  why  the  older  boys  don't 
go  to  church,  243  older  boys  were  questioned. 
These  boys  were  Sunday  school  attendants  in 
some  70  cities  and  towns.  The  replies  and  the 
number  giving  them  were  as  follows: 

49  "Services  not  interesting." 

26  "There  is  nothmg  to  do." 

24  "Not  interested." 

23  "Don't  understand  the  sermons." 

13  "Appeal  of  other  influences." 

12  "Companions  don't  go." 

12  "Don't  feel  the  need." 

9  "Sunday  amusements." 

8  "Outside  attractions." 

8  "Too  big." 

7  "Don't  get  up  early  enough." 

7  "Not  welcomed." 

6  "Not  encouraged  to  go." 

6  "Parents  don't  go  with  them." 

4  "Other  boys  laugh  at  them." 

3  "Not  invited." 

3  "Too  tired." 

3  "Only  for  women." 

2  "Sunday  school  enough." 

2  "Services  too  dry." 

2  "Preacher  not  friendly." 

2  "Because  parents  urge." 

2  "Ignorance  of  the  service." 

2  "Too  lazy." 

2  "Stay  home  and  read." 

2  "Rather  be  out  of  doors." 

1  "Unable  to  sit  still." 

1  "For  old  people." 


254  BOYOLOGY 

1  "So  few  men  attend." 
1  "Feel  out  of  place." 
1  "Not  started  right." 

The  instinct  of  worship  is  inborn  in  every 
human  heart.  Everybody  worships  something, 
a  dog,  a  black  pipe,  a  stone  god — something. 
Christians  worship  the  triune  God — the  Father, 
the  Son,  and  the  Holy  Spirit.  To  keep  worship 
alive  and  make  it  a  vital  factor  in  the  everyday 
life  of  the  individual  is  the  supreme  function  of 
the  Church.  "Instincts  and  desires  and  tenden- 
cies, it  is  found,  do  not  educate  without  the 
appropriate  materials  for  their  satisfaction.  Nor 
is  it  enough  that  there  should  be  materials  with- 
out instincts."  Reverence  is  one  of  the  regulative 
instincts.  Worship  is  the  reverence  and  homage 
which  is,  or  ought  to  be,  paid  to  God  and  should 
include  adoration,  sacrifice,  praise,  prayer,  thanks- 
giving, song,  and  silence.  Worship  should  mean 
something  more  than  mere  forms  and  ceremonies. 
"Let  us  Pray"  too  frequently  means  "Let  him 
Pray,"  to  congregations  who  sit  with  eyes  wide 
open,  head  erect,  and  in  a  non-participating  atti- 
tude. Many  times  the  collection  plate  is  given 
the  vacant  look  instead  of  a  cheerful  gift.  These 
are  acts  of  worship  now  in  great  danger  of  atrophy. 

Personally,  I  am  a  firm  believer  in  the  family 
pew  system.  With  the  going  out  of  the  family 
pew,  also  went  the  family.     Free  pews  do  not 


THE  CHURCH  AND  THE  BOY      255 

seem  to  attract  great  audiences  of  staying  quality. 
Boys  and  girls  worshiping  with  their  parents  at 
the  morning  service  on  Sunday  are  a  rare  sight 
today,  except  in  churches  which  have  come  to 
beUeve  that  the  service  should  be  made  to  appeal 
to  the  children  as  well  as  adults.  In  the  Central 
Congregational  Church  of  Worcester  they  have  a 
Go-to-Church  band.  While  it  originally  was 
started  for  children,  it  has  broadened  out.  The 
band  is  divided  into  two  classes,  i.  e.,  thirteen 
years  old  and  younger,  and  fourteen  years  old 
and  older.  It  is  not  considered  anything  un- 
usual to  have  at  a  morning  service  a  hundred 
children.  In  England  they  have  what  is  called 
a  League  of  Worshiping  Children  which  has 
revolutionized  church  attendance. 

In  reply  to  the  question,  "What  is  your  Best 
Habit;  how  did  you  form  it?"  Eighty-six  replied 
"Going  to  Church."  The  answers  they  gave  to 
the  second  part  of  the  question  are  interesting. 

"By  going  to  the  boys'  club  and  meeting  boys 
who  went  to  church,  and  who  I  was  very  intimate 
with  and  went  around  with,  therefore,  I  started 
going  to  church  and  attend  fairly  regular." 

"My  parents  took  me  to  church  and  Sunday 
school  as  long  as  I  can  remember.  I  am  now 
sufficiently  interested  in  church  to  attend  of  my 
own  wish." 

"By  attending  Sunday  school  and  Young 
People's  meetings." 


256  BOYOLOGY 

**Most  of  my  friends  went  and  they  induced 
me  to  go.    I  went,  liked  it,  and  have  joined." 

"By  beginning  when  I  was  young.  Many 
Sundays  I  ahnost  hated  to  go,  but  my  parents 
made  me  go  when  younger;  now  I  enjoy  it  and 
can  hardly  wait  for  Sunday.  I  also  teach  a  class 
of  five  boys  of  12  years  average  age  in  the  Sunday 
school." 

*'My  father  was  janitor  and  I  always  went 
with  him." 

"Through  being  a  member  of  the  choir." 

"By  continued  going  and  because  of  the 
minister." 

"By  the  *Go  to  Church  Band.'  " 

"My  father  is  a  minister." 

"I  made  up  my  mind  to  go." 

"When  I  joined  the  church  two  years  ago, 
the  minister  said  in  taking  us  into  the  fellowship 
of  the  church  that  it  was  our  solemn  duty  to  be 
present  at  as  many  meetings  as  possible,  so  from 
that  have  fallen  into  the  habit  of  going  to  church 
every  Sunday." 

"From  my  early  childhood  I  was  taught  to 
go  to  church  but  was  not  forced.  I  used  to 
hate  to  go,  but  as  I  grew  older  I  enjoyed  it  more, 
therefore  I  get  more  out  of  it." 

"By  joining  it  and  becoming  active  in  its  work." 

"At  the  death  of  my  mother  I  went  to  no 
church.  Shortly  after  that  I  was  asked  by  a 
boy  to  go  to  Sunday  school  with  him.  I  did  and 
continued  to  go  steady  now  for  about  six  years." 

"I  started  one  Sunday  when  the  Boy  Scouts 
had  exercises  and  then  about  one  year  after  that 
I  joined  the  church." 

"Well,  I  just  like  it." 


THE  CHURCH  AND  THE  BOY      257 

"My  experience  in  forming  this  habit  was 
strange  enough.  I  got  so  grouchy  about  home 
that  my  mother  and  father  sent  me  to  church 
every  Sunday,  to  get  rid  of  my  grouchiness. 
So  this  way  I  got  the  habit  formed,  so  now  I 
like  to  go." 

"By  attending  Older  Boys'  Conference." 

"Will  power." 

"Through  my  Sunday  school  teacher." 

"Through  the  Knights  of  King  Arthur." 

The  attendance  of  boys  and  girls  at  the  morn- 
ing service  may  mean  the  rearrangement  of  the 
family  plans  for  Sunday  morning.  One  pastor 
found  it  necessary  to  publish  in  the  church 
calendar  the  following: 

BEATITUDES  FOR  CHURCHGOERS 

"Blessed  are  those  who  rise  early  Sunday  morning, 
for  they  get  to  church  on  time." 

"Blessed  are  those  who  get  to  church  on  time,  for  they 
arrive  in  the  spirit  of  worship.'* 

"Blessed  are  those  who  are  never  late,  for  they  cause 
the  minister  and  choir  to  love  them." 
■     ''Blessed  are  those  who  must  be  late,  who  do  not  enter 
during  the  Scripture  lesson  or  prayer." 

"Blessed  are  those  who  come  even  at  the  eleventh  hour, 
but  church  begins  at  quarter  before  eleven." 

It  is  unnecessary  to  add  that  the  number  desir- 
ing to  be  classified  with  the  first  "blesseds"  be- 
came increasingly  large. 
In  answer  to  the  question,  "What  is  keeping 


258  BOYOLOGY 

you  from  joining  the  Church?"    a   few  of  the 
many  replies  given  by  boys  are  as  follows: 

"Not  old  enough." 
"Not  ready  to  join." 
"Bashfuhiess." 
"Too  much  responsibility." 
"Nothing." 

"Because  the  other  boys  have  not." 
"I  want  to  see  if  I  can  live  up  to  it  first." 
"I  am  too  young."    (He  was  sixteen  years  old.) 
"My  parents  think  I  am  too  small  to  under- 
stand what  I  am  doing." 
"No  reason." 

"Haven't  had  time  to  consider." 
"I  do  not  think  I  am  good  enough." 
"My  parents  prefer  that  I  should  wait." 
"Some  of  the  pleasures  of  the  world  which  I 
am  undecided  about  giving  up." 

"I  am  not  sufficiently  instructed  in  things  as 
I  should  be." 

"Good  enough  outside  the  Church." 
"Because  I  cany  Sunday  morning  papers." 
**The  pastor  at  the  church  my  parents  attend 
has  been  there  forty  years,  and  is  a  little  bit 
stale.  I  would  join  another  one  but  I  know  they 
would  like  to  have  me  join  that  one,  so  I  am 
waiting  to  see  if  he  won*t  resign  or  do  something 
else." 

In  the  chapter  on  the  religious  characteristics 
of  boyhood  we  dealt  very  thoroughly  with  the 
"why"  a  boy  should  join  the  Church,  making 
it  unnecessary  to  enlarge  upon  the  subject  in 


THE  CHURCH  AND  THE  BOY      259 

this  chapter,  except  to  add  that  "to  make  a 
Sunday  school  boy  instead  of  a  church  boy  is 
a  net  loss."  The  Church  must  provide  in  its 
services  of  worship  a  place  for  the  boy  and  it 
is  here  where  the  minister  has  an  important  task 
to  perform.  In  the  struggle  for  the  body  and 
soul  of  a  boy  there  is  no  aid  that  is  comparable 
with  religion.  "Thousands  of  honest,  serious- 
minded  men  frankly  confess  that  in  modern 
conditions  they  see  little  hope  of  this  battle 
being  won  without  religion  as  a  sanction  of 
right  conduct.  The  boy  needs  God,  a  God  to 
whom  he  can  pray  in  the  hour  of  temptation. 
He  needs  to  regard  his  life  with  all  its  powers 
as  God's  investment,  which  he  must  not  squander 
or  pervert,*'  says  Prof.  Hoben. 

To  reach  a  boy,  the  minister  must  not  depend 
alone  upon  the  formal  work  of  the  pulpit.  He 
must  understand  boys.  Not  every  minister  real- 
izes the  value  of  a  boy.  Well-governed  cities, 
efficient  schools,  happy  homes,  vitalized  churches 
of  the  future,  depend  upon  the  boys  of  today. 
The  boy  is  the  key  to  the  future  and  the  chief 
problem  before  the  minister  is  the  winning  of 
the  next  generation  for  Christ  and  his  Church. 
"Boys'  work  then,"  says  Prof.  Hoben,  "is  not 
providing  harmless  amusement  for  a  few  trouble- 
some youngsters;  it  is  the  natural  way  of  cap- 
turing the  modern  world  for  Jesus  Christ.     It 


260  BOYOLOGY 

lays  hold  of  life  in  the  making,  it  creates  the 
masters  of  tomorrow;  and  may  preempt  for  the 
Kingdom  of  God  the  varied  activities  and  star- 
tling conquests  of  our  titanic  age."^ 

Again,  going  to  the  "source  of  wisdom" — the 
boy — for  an  answer  to  the  question  of  "how  a 
minister  can  help  a  boy,"  the  following  replies 
were  given: 

"Have  confidence  in  him." 

"By  doing  what  is  right." 

"By  sticking  to  him  and  tell  him  when  he  does 
a  wrong  thing." 

"To  pray  for  him." 

"By  writing  him  helpful  letters." 

"Encouraging  him  to  do  right." 

"Teaching  him  the  difference  between  right  and 
wrong." 

"Being  kind  to  him." 

"By  being  a  boyish  man  with  the  boys  and 
making  the  boys  manly  boys." 

**Taking  interest  in  the  things  that  the  boys 
are  interested  in." 

"By  example  and  advice." 

"By  keeping  him  away  from  bad  companions." 

"When  a  boy  is  in  trouble  tell  him  what  to  do." 

"By  teaching  the  Bible  to  him." 

"Be  a  true  Christian  friend  to  him." 

"By  not  doing  anything  in  front  of  a  boy  that 
the  boy  ought  not  to  do." 

"Don*t  holler  at  him  when  he  does  wrong,  but 
speak  kindly." 


» Hoben,  "The  Minister  and  the  Boy,"  p.  5. 


THE  CHURCH  AND  THE  BOY      261 

"By  gaining  his  confidence." 
"By  answering  a  boy*s  questions." 
"By  realizing  that  he  was  a  boy  once  and 
sympathizing  with  him." 

How  quickly  the  boy  analyzes  the  make-up 
of  a  grown  man.  He  has  no  time  for  shams, 
make-believes,  and  mask-wearers.  "To  be  'rev- 
erend' means  such  character  and  deeds  as  compel 
reverence  and  not  the  mere  *laying  on  of  hands.* 
Work  with  boys  discovers  this  basis,  for  there 
is  no  place  for  the  holy  tone  in  such  work,  nor  for 
the  strained  and  vapid  quotation  of  Scripture, 
no  place  for  excessively  feminine  virtues,  nor  for 
the  professional  handshake  and  the  habitual 
inquiry  after  the  family's  health.  In  a  very 
real  sense  many  a  minister  can  be  saved  by  the 
boys;  he  can  be  saved  from  that  insidious  class- 
ification of  adult  society  into  *men,  women  and 
ministers,'  which  is  credited  to  the  sharp  insight 
of  George  Eliot."' 

The  minister  who  schools  himself  in  the  art 
of  leading  others  into  paths  of  service  is  the 
minister  who  will  not  only  fill  the  pews  of  his 
church  but  save  souls  from  a  sordid  selfishness. 
On  a  church  calendar  appeared  the  names  of 
four  "Minister's  assistants."  This  was  so  un- 
usual, especially  as  the  church  was  located  in 
a  small  town  of  less  than  five  thousand  inhab- 

*  Hoben,  "The  Minister  and  tlie  Boy,"  p.  9. 


262  BOYOLOGY 

itants,  that  inquiry  was  made  of  the  pastor 
at  the  close  of  the  service;  and  it  was  found  that 
these  assistants  were  four  boys  who  stood  ready 
to  do  whatever  the  minister  required.  Their 
names  on  the  church  calendar  helped  to  impress 
upon  them  their  responsibility  and  the  boys 
considered  it  a  great  honor  to  be  selected  for 
such  a  position  of  service.  On  the  last  page  of 
the  calendar  was  printed  this  paragraph: 

THE   WORK   OF   THE   CHURCH 
There  is  a  place  and  work  for  everyone  in  the  many 
departments  of  our  church  activity.     Each  one  is  there- 
fore earnestly  invited   to  share  in  the   responsibility   as 
well  as  in  the  joy  and  privilege  of  this  work. 

In  another  church  the  minister  used  the  Sun- 
day school  class  organizations  by  making  them 
responsible  for  the  Wednesday  evening  services. 
One  night  the  Baraca  class  led  the  meeting; 
another  the  Philatliea  class  conducted  it;  another 
night  the  older  boys'  class  discussed  Cabot's 
book  "What  Men  Live  By— Work,  Play,  Love, 
Worship";  another  night  the  Dorcas  class  as- 
sumed the  responsibility  for  the  service;  and  on 
another  occasion  the  Choir  was  in  charge  and 
discussed  the  Ministry  of  Music.  This  minister 
had  learned  the  art  of  using  others  in  conducting 
services,  as  well  as  in  rendering  service. 

"What  do  You  Like  Best  About  Your  Minister 


THE  CHURCH  AND  THE  BOY      263 

and  His  Sermons?"  was  a  question  put  to  a 
large  group  of  boys.  A  few  of  the  replies  are 
here  given: 

"Ability  to  tell  stories  and  to  illustrate  truth." 
"Interesting  sermons." 
"Unique  presentation." 
"Special  sermons  to  older  boys." 
"Minister  who  was  a  man,  human  being,  not 
too  holy — holier  than  thou  attitude." 

"Short  sermons — not  over  forty  minutes." 
"Power  as  speaker.     Oratorical." 

In  answer  to  the  question  as  to  what  kind  of 
sermons  they  would  preach  to  boys  if  they  were 
ministers,  these  replies  were  received: 

**The  Church  and  Its  History." 

'*The  Church  and  Its  Principles." 

"Boys  and  the  Church." 

"Bible  as  History." 

"The  Boy  and  His  Opportunity." 

**Temptations  of  Boyhood." 

"Benefits  of  Church  attendance." 

"Why  join  the  Church." 

"Bible  characters  applied  to  older  boyhood." 

"What  boys  can  do  for  the  Church." 

"Lives  of  Great  Men." 

"Bible  Cities." 

To  sum  it  up  in  the  words  of  Charles  E.  Mc- 
Kinley:  "We  must  deal  with  youth  in  vital,  not 
formal,  ways.  They  are  to  be  regarded,  not  as 
factors  in  the  parish  organization,  but  as  actors 


264  BOYOLOGY 

in  its  life.  The  very  first  thing  required  is  that 
the  Church  itself  shall  take  cognizance  of  its, 
youth;  as  a  worshiping  body,  it  must  be  aware 
of  them,  sensitive  to  their  presence,  responsive 
to  their  needs.  Youth  should  be  in  our  congre- 
gations as  in  our  homes;  their  place  is  not  the 
nursery,  but  the  family  hving-room.  There  is 
no  call  to  order  either  the  church  or  the  home 
life  entirely  to  suit  them,  for  they  are  only  a 
part  of  the  family,  but  it  is  a  righteous  demand 
that  they  shall  not  be  ignored." 

"It  would  be  natural  to  say,  in  the  next  place, 
that  the  church  services  should  be  adapted  to 
youth;  but  this  has  been  already  done.  No 
violent  reconstruction  of  our  methods  of  worship, 
no  radical  change  in  the  style  of  preaching,  is 
required  by  the  interests  of  youth;  all  that  is 
necessary  is  to  be  true  to  the  ideals  now  cher- 
ished. The  nearer  we  come  to  the  ideal  church 
service,  the  nearer  we  come  to  what  youth  wants. 
Dull  sermons,  tedious  prayers,  ^ballooning'  by 
the  choir,  are  no  more  profitable  for  age  than 
for  youth.  But  the  perennial  freshness  of  the 
gospel  imparts  a  youthful  spirit  to  the  very  na- 
ture of  Christian  worship.  We  all  go  to  church 
to  have  renewed  in  us  the  hopefulness  and  con- 
fidence, the  courage  and  assurance,  the  fresh 
enthusiasm  and  glad  anticipations,  that  are 
youth's  own  property.    Surely  if  this  atmosphere 


THE  CHURCH  AND  THE  BOY      265 

is  in  the  service,  youth  will  feel  at  home  there. 
And  when  it  comes  to  the  teaching,  the  doctrine, 
the  sermon,  there  is  hardly  a  greater  homiletic 
mistake  than  to  suppose  that  the  best  thought 
of  a  mature  mind  presented  in  the  most  effective 
way  to  reach  earnest  men  is  not  the  proper  food 
for  the  youth.  Children's  sermons  may  be  very 
well  for  children  now  and  then,  but  they  are 
an  abomination  to  boys  in  long  trousers;  what 
they  need  is  the  preacher's  best  thought,  put  in 
his  most  business-like  way.  If  a  sermon  is  pre- 
pared for  those  who  are  fond  of  some  special 
type  of  thought  or  method  of  discourse,  it  is 
hkely  to  miss  the  youth;  but  not  if  it  is  a  vital 
utterance  of  substantial  truth  addressed  to  serious 
men  and  women.  That  is  all  youth  asks,  for 
it  is  what  youth  loves. "^ 

*  McKinley,  "Educational  Evangelism,"  p.  193. 


BIBLIOGRAPHY 
AND  INDEX 


BIBLIOGRAPHY 

Here  is  a  Six  Foot  Shelf  of  103  books  and 
pamphlets  written  about  boys  or  subjects  analo- 
gous to  boy  life.  There  are  scores  of  other 
books  printed  upon  the  subject  equally  good, 
but  the  author  found  these  to  be  especially 
helpful  and  can  therefore  commend  them  to 
students  of  "Boyology"  and  parents. 

Books  op  a  General  Character  for  Parents 

Kirtley,  James  S.     "That  Boy  of  Yours."     New  York: 
George  H.  Doran  Co.,  1912. 
A  series  of  sympathetic  studies  of  boyhood. 

Beck,    Frank    Orman.      "Marching    Manward."       New 
York:  Eaton  &  Mains,  1913. 
A  plea  for  the  boy,  not  simply  a  chronicle  of  his  doings. 

Forbush,    William    Byron.      "The    Boy    Problem    in   the 
Home."     Boston:  The  Pilgrim  Press,  1915. 

<h '         Dealing  solely  with  home  government,  sex  discipline,  and  re- 
Ugious  nature. 

Forbush,  William  Byron.     "Guide  Book  to  Childhood." 
Philadelphia:  George  W.  Jacobs  &  Co.,  1916. 
An  encyclopedia  of  557  pages  on  child  training. 

Clark,  Kate  Upson.     "Bringing  up  Boys."     New  York: 
Thomas  Y.  Crowell  Co.,  1899. 
A  book  of  old  fashioned,  therefore,  good  common  sense. 

Abbott,  Ernest  Hamlin.     "On  the  Training  of  Parents." 
Boston:  Houghton,  Mifflin  &  Co.,  1908. 

Good  sound  advice  to  parents,  written  in  a  witty  way,  yet 
filled  with  sound  reasoning. 

269 


270  BOYOLOGY 

Burbank,  Luther.     "The  Training  of  the  Human  Plant." 
New  York:  The  Century  Co.,  1912. 

An  interesting  study  of  similarity  between  the  organization 
and  development  of  plant  and  human  life. 

Herrick,  Christine  Terhune.     "My  Boy  and  I."     Boston: 
Dana  Estes  &  Co.,  1913. 

A  chronicle  of  incidents  occurring  in  the  home  life  of  nor- 
mal boys. 

Moon,  E.  L.     "The  Contents  of  the  Boy."  New  York: 
Eaton  &  Mains,  1909. 
Full  of  helpful  suggestions  of  a  practical  character. 

Dickinson,  George  A.,  M.D.    "Your  Boy,  His  Nature  and 
Nurture."    New  York:  Hodder  &  Stoughton. 

A  plea  for  a  better  understanding  of  the  real,  healthy,  nor- 
mal boy. 

Wood,  Mary  Buell.     "Just  Boys."     New  York:  Fleming 
H.  Revell  Co.,  1909. 

West,  Paul.    "Just  Boy."    New  York:  George  H.  Doran 
Co.,  1912. 

Tarkington,  Booth.     "Penrod."     New  York:  Doubleday, 
Page  &  Co.,  1914. 

Tarkington,   Booth.     "Seventeen."     New  York:   Harper 
&  Company,  1916. 
Four  books  to  take  up  and  read  when  you  are  tired  and  dis- 
couraged, e8i)ecially  if  you  are  the  parent  of  a  real,  lively,  imag- 
inative boy  between  thirteen  and  seventeen  years  of  age. 

Mothers  in  particular  should  become  members  of  "The 
American  Institute  of  Child  Life."  William  Byron  For- 
bush.  President,  1764  Chestnut  Street,  Philadelphia,  Pa. 
The  books  and  pamphlets  printed  and  issued  by  the 
Institute  are  valuable  in  helping  parents  solve  the  many 
daily  problems  of  the  home  life. 

Advanced  Study 

Hall,  G.  Stanley.    "Adolescence."    Two  vols.    New  York: 
D.  Appleton  &  Company,  1905. 

An  exhaustive  study  of  Adolescence,  its  psychology  and  ita 
relation  to  physiology,  anthropology,  sociology,  sex,  crime, 
religion,  and  education. 


BIBLIOGRAPHY  271 

Hall,  G.  Stanley.     "Youth:  Its  Education,  Regimen  and 
-^-i     Hygiene."  New  York:  D.  Appleton  &  Company, 

1906. 
An  epitomized  edition  of  "Adolescence." 

Tyler,  John  Mason.     "Growth  and  Education."    Boston: 
Houghton,  Mifflin  &  Co.,  1907. 
Gives  an  account  of  the  growth  of  all  the  systems  in  the  nor- 
mal or  average  child  and  its  relation  to  educational  problems. 

Kirkpatrick,  Edwin  A.    "Fundamentals  of  Child  Study." 
New  York:  The  Macmillan  Co.,  1915. 
A  discussion  of  the  instincts  and  other  factors  in  human  de- 
velopment with  practical  application. 

Hubbell,  George  Allen.    "Up  Through  Childhood."    New 
York:  G.  P.  Putnam's  Sons,  1904. 
A  study  of  some  principles  of  education  in  relation  to  Faith 
and  Conduct.     (Out  of  priat;  may  be  seen  in  Ubraries.) 

Swift,  Edgar  James.    "Youth  and  the  Race."    New  York: 
Charles  Scribner's  Sons,  1912. 
Attempts  to  show  how  the  schools  ma3j  help  to  transform  into 
intellectual  and  moral  forces  the  racial  instincts  which,  as  man- 
ifesting original  sin,  distressed  our  forefathers. 

Swift,    Edgar   James.      "Mind   in    the    Making."      New 
York:  Charles  Scribner's  Sons,  1908. 

A  study  in  mental  development  and  a  plea  for  the  personal 
element  in  education. 

Forbush,    William   Byron.     "The    Coming   Generation." 
New  York:  D.  Appleton  &  Co.,  1912. 

Deals  with  the  betterment  of  boys  and  girls  in  their  homes 
by  means  of  a  fair  start  through  education,  through  preventative 
measures,  through  religious  and  social  nurture. 

James,  William.    "Talks  to  Teachers."    New  York:  Henry 
Holt  &  Co.,  1906. 
Chapters  on  psychology  and  some  of  life's  ideals. 

Thorndike,  Edward  Lee.    "Notes  on  Child  Study."    New 
York:  The  Macmillan  Co.,  1903. 
Especially  prepared  for  teachers  and  originally  used  in  the 
author's  classes  at  Columbia  University. 

Warner,  Francis.    "The  Study  of  Children."    New  York: 
The  Macmillan  Co.,  1.902. 
A  study  of  brain-power  and  m(»ntal  expression.    It  is  a  descrip- 
tion of  the  author's  personal  observation  covering  a  period 
of  twenty  years. 


272  BOYOLOGY 

King,  Irving.     "The  Psychology  of  Child  Development." 
Chicago:  The  University  of  Chicago  Press,  1911. 

Psychology  from  a  genetic-functional  standpoint  is  expounded 
and  illustrated.  The  author  attempts  to  give  a  solution  of  the 
controversy  about  the  relationship  of  child  and  adult  psychology. 

Barnes,  Earl.  "The  Psychology  of  Childhood  and  Youth." 
New  York:  B.  W.  Huebsch,  1914. 
The  outlines  of  thirty  lectures  given  by  Mr.  Barnes,  and  con- 
taining the  results  of  the  more  recent  individual  and  group 
studies  on  the  physical,  mental,  moral,  social,  sesthetic,  and 
religious  life  of  Childhood  and  Youth. 

Fiske,  George  Walter.     "Boy  Life  and  Self  Government." 
New  York:  Association  Press,  1910. 

A  sympathetic  interpretation  of  boy  life  and  a  plea  for  self- 
expression  and  self-government  among  older  boys. 

Burr,    Hanford    M.     "Studies   in    Adolescent   Boyhood." 
Springfield:  Seminar  Publishing  Co.,  1907. 

The  conclusions  of  physiologists  and  psychologists  applied  to 
practical  education  and  philanthropy. 

Taylor.  A.  R.     "The.  Study  of  the  Child."     New  York: 
D.  Appleton  &  Co.,  1910. 
A  brief  treatise  on  the  psychology  of  the  child,  written  in  plain 
language  and  remarkably  free  from  technical  terms  and  scien- 
tific formulae. 

McKeever,    William    A.      "Outlines    of     Child    Study." 
New  York:  The  Macmillan  Co.,  1915. 
Contains  112  programs  and  the  plan  of  organization  and  man- 
agement of  Child  Study  Clubs. 

Patrick,  G.  T.  W.    "Psychology  of  Relaxation."    Boston: 
Houghton,  Mifflin  &  Co.,  1916. 

A  book  showing  how  the  higher  nerve  centers  find  relief  from 
the  unaccustomed  demands  of  civilization.  Contents:  The 
Psychology  of  Play,  of  Laughter,  of  Profanity,  of  Alcohol, 
of  War. 

Mark.   H.   Thiselton.     "The   Unfolding  of   Personality." 
Chicago:  The  University  of  Chicago  Press,  1912. 

A  study  of  some  of  the  main  bearings  of  psychology  upon 
education  in  the  light  of  the  constantly  developing  life  of  the 
child. 

Sex  Instruction 

A  safe  book  of  instruction  upon  sex  matters  which  can 
be  put  in  the  hands  of  a  boy  for  reading,  has  not  yet  been 


BIBLIOGRAPHY  273 

published.  The  books  given  in  the  following  list  are 
recommended  to  parents  for  their  own  information  and 
digestion,  so  that  they  may  become  the  instructors  of  their 
own  boys  by  word  of  mouth  rather  than  by  the  printed 
page. 

Chadwick,  Dr,  M.  L.  "Blossom  Babies."  New  York: 
Eaton  &  Mains,  1913. 

A  series  of  nature  stories  to  tell  little  children,  through  which 
the  great  story  of  life  may  be  taught.     A  book  of  beginnings. 

Howard,  Dr.  William  Lee.  "Start  Your  Child  Right.** 
New  York:  Fleming  H.  Revell  Co.,  1910. 

Confidential  talks  to  parents  and  teachers  which  point  out 
clearly  what  should  be  taught  children. 

Smart,  Dr.  I.  Thompson.  "What  a  Father  Should  Tell 
His  Little  Boy,"  "What  a  Father  Should  Tell 
His  Son."  New  York:  Funk  &  Wagnalls  Co., 
1911. 

Two  small  books  written  in  the  form  of  letters  to  boys  which 
it  is  questionable  if  boys  would  understand;  yet  the  books 
are  full  of  good  suggestions,  showing  the  way  of  approach  to 
a  boy. 

Chapman,  Mrs.  Woodallen.  "How  Shall  I  Tell  My 
Child?"    New  York:  Fleming  H.  Revcll  Co.,  1912. 

A  mother's  viewpoint,  written  in  practical  style  and  whole- 
some in  tone. 

Bisseker,  H.  "When  a  Boy  Becomes  a  Man."  New 
York:  Fleming  H.  Revell  Co.,  1913. 

Accurate  and  scientific  information  to  give  to  boys  who  are 
in  their  teens. 

Willson,  Dr.  Robert  N.  "The  Education  of  the  Young 
in  Sex  Hygiene."  Published  by  the  author, 
1913.     1827  Spruce  Street,  Philadelphia,  Pa. 

An  exhaustive  text  book  for  parents  and  teachers.  Written 
from  a  medical  and  moral  standpoint. 

Hall,  Dr.  Winfield  S.  "From  Youth  into  Manhood,'* 
"Reproduction  and  Sex  Hygiene."  New  York: 
Association  Press,  1909. 

Two  well  known  and  extensively  endorsed  books  which  every 
parent  and  teacher  should  possess. 

Pamphlets:  "The  Boy  Problem,"  "The  Young  Man's 
Problem,"   "How   my   Uncle,   the   Doctor,   In- 


274  BOYOLOGY 

stnicted  Me  in  Matters  of  Sex."  Published  by 
the  American  Society  of  Sanitary  and  Moral 
Prophylaxis,  N.  Y. 

Three  pamphlets  of  an  educational  nature  and  written  in  a 
clear  and  sane  manner. 

Pamphlets:  "John's  Vacation"  (for  boys  from  10  to  15), 
"Chums"  (for  boys  from  16  to  18).  Published 
by  the  American  Medical  Association,  536  Dear- 
born Street,  Chicago. 

Written  in  story  form  by  Dr.  WinBeld  S.  Hall.     Full  of  in- 
terest and  scientific  facts. 


Vocational  Guidance 

Weaver,  E.  W.  "Profitable  Vocations  for  Boys."  New 
York:  Association  Press,  1915. 

A  book  describing  the  various  trades,  professions,  and  occupa- 
tions, prepared  with  the  idea  of  directing  a  boy's  attention 
to  the  vocational  facilities  in  bis  community,  and  showing 
him  how  to  utilize  them. 

Babson.  Roger  W.     "The  Future  of  Us  Boys."     Boston: 
Babson's  Statistical  Organization,  1915. 
A  most  \inique  description  of  a  plan  of  introducing  boys  to 
the  industries  of  their  city  and  a  method  of  analyzing  the 
comparative  value  of  each  occupation. 

Fowler,  Nathaniel  C,  Jr.  "The  Boy— How  to  Help 
Him  to  Succeed."  Boston:  Oakwood  Pub.  Co., 
1902. 

Symposium  of  successful  experiences  of  many  men.  Written 
in  common  sense  style  and  very  practical. 

Parsons,  Frank.  "Choosing  a  Vocation."  Boston: 
Houghton,  Mifflin  &  Co.,  1909. 

Written  by  the  originator  of  the  "vocational  guidance"  idea 
for  those  who  desire  to  be  of  real  help  to  a  perplexed  boy. 

Snedden,  David.  "The  Problem  of  Vocational  Education." 
Boston:  Houghton,  Mifflin  &  Co.,  1910. 

A  monograph  showing  the  relation  of  the  public  school  sys- 
tem to  the  problem  of  vocational  education. 

Eliot.  Charles  W.     "Education  for  Efficiency."     Boston: 
Houghton,  Mifflin  &  Co.,  1909. 
A  definition  of  the  cultivated  man. 


BIBLIOGRAPHY  «75 

Bloomfield,  Meyer.    "The  Vocational  Guidance  of  Youth." 
Boston:  Houghton,  Mifflin  &  Co.,  1909. 
A  practical  book  for  parents. 

Robinson,  Clarence  C.    "The  Wage  Earning  Boy."    New 
York:  Association  Press,  1912. 
An  interesting  study  of  the  boy  who  works  and  a  plea  for  his 
betterment. 

Griggs,    Edward    Howard.      "Self    Culture   Through   the 
Vocation."     New  York:  B.  W.  Huebsch,  1914. 

A  little  classic  showing  how  life  is  something  more  than  making 
a  living. 

Sunday  School  and  Church  Work 

Schauffler,  A.  F.     "God's  Book  and  God's  Boy."     New 
York:  Fleming  H.  Revell  Co.,  1915. 

Helpful  teaching  suggestions  based  upon  common  sense  and 
practical  expierience. 

Rishell,  Charles  W.    "The  Child  as  God's  Child."     New 
York:  Eaton  &  Mains,  1904. 
A  plea  for  the  religious  rights  of  the  child. 

St.    John,    Edward    Porter.      "Child    Nature    and    Child 
Nurture."     Boston:  Pilgrim  Press,  1911. 

Particularly  adapted  as  a  text-book  for  the  study  of  child  life 
and  the  training  of  yoimg  children. 

Layard,  Ernest  B.    "Religion  in  Boyhood."     New  York: 
E.  P.  Dutton  and  Co.,  1896. 

Hints  for  the  religious  training  of  boys.     Especially  helpful 
to  parents. 

Starbuck,    Edwin    B.      "The    Psychology    of    Religion." 
New  York:  Charles  Scribner's  Sons,  1900. 

The  author  calls  the  book  "an  empirical  study  of  the  growth 
of  religious  consciousness."    A  book  for  the  student  of  religion. 

McKinley,  Charles  E.    "Educational  Evangelism."     Bos- 
ton: Pilgrim  Press,  1905. 
A  book  which  shoxild  be  read  by  every  teacher  of  boys  who 
are  in  the  teen  age. 

Burton  and   Mathews.     "Principles  and   Ideals  for  the 
Sunday  School."    Boston:  Pilgrim  Press,  1907. 
Written  with  the  idea  of  widening  the  horizon  of  Simday  school 
teachers  and  introducing  better  methods  of  biblical  study. 


276  BOYOLOGY 

Lectures:    "Principles    of    Religious    Education."      New 
York:  Longmans,  Green  &  Co.,  190L 
The  Christian  Knowledge  course  of  lectures  by  many  prom- 
inent clergymen  and  laymen  upon  religious  education. 

Men  and  Religion  Messages:  "Boys'  Work  in  the  Sunday 
School."     New  York:  Association  Press,  1912. 

Prepared  by  a  commission  which  incorporated  the  best  ex- 
perience and  practice  in  work  among  church  boys  in  this  volume. 

Alexander,  John  L.     "The  Boy  and  the  Sunday  School." 
New  York:  Association  Press,  1913. 

A  compendium  of  methods  for  work  among  older  boys  in  the 
Simday  school. 

Alexander,  John  L.    "The  Sunday  School  and  the  Teens.'* 
New  York:  Association  Press,  1913. 

The  rei>ort  of  the  Commission  on  Adolescence  authorized  by 
the  International  Sunday  School  Association.  Contains  the 
latest  findings  as  to  how  to  deal  with  adolescents. 

McKinney,  A.  H.    "Our  Big  Boys  and  the  Sunday  School." 
New  York:  Fleming  H.  Revell  Co..  1910. 
Particularly  helpful  to  teachers. 

Weigle,  Luther  A.    "The  Pupil  and  the  Teacher."    New 
York:  George  H.  Doran  Co.,  1911. 
A  text-book  for  teacher  training  classes. 

Mark.    H.    Thiselton.      "The   Teacher   and   the    Child.'* 
New  York:  Fleming  H.  Revell  Co..  1903. 
A  rare  and  stimulating  combination  of  theory  and  practice. 

McCormick,   William.     "Fishers  of  Boys."     New  York: 
Fleming  H.  Revell  Co.,  1915. 
Written  by  a  newspaper  man  who  has  given  years  of  service 
to  boys'  work.     It  is  written  in  an  informal  and  interesting 
manner. 

Richardson   and   Loomis.     "The   Boy   Scout   Movement 

Applied    by    the    Church."      Charles    Scribner's 

Sons,  1915. 

A  handbook  for  Scout  Masters  of  Church  boys'  troops-     A 

real  contribution  toward  the  solving  of  a  deUcate  church  problem. 

Quin.  Rev.  George  E.     "The  Boy-Saver's  Guide."     New 
York:  Benziger  Brothers.  1908. 
A  book  of  methods  used  by  a  successful  Catholic  priest  in  his 
work  among  the  boys  of  his  parish. 


BIBLIOGRAPHY  277 

Hoben,  Allan.     "The  Minister  and  the  Boy."     Chicago: 
University  of  Chicago  Press,  1912. 
A  book  of  practical  value  to  ministers  who  are  really  desirous 
of  understanding  and  helping  the  boys  of  their  parish. 

Foster,  Eugene  C.  "The  Boy  and  the  Church."  Phila- 
delphia: Sunday  School  Times  Co.,  1909. 

One  of  the  best  books  upon  this  subject. 

Forbush,   William   Byron.     "Church   Work   with  Boys." 
Boston:  Pilgrim  Press,  1910. 
Designed  as  a  text-book  for  classes  of  men  who  are  preparing 
to  be  of  service  among  boys. 

Hartshorne,  Hugh.  "Worship  in  the  Sunday  School." 
New  York:  Teachers  College  of  Columbia  Uni- 
versity, 1913. 

A   comprehensive   and   thoughtful   study  of   the   theory   and 

practice  of  worship. 

Hartshorne,  Hugh.  "The  Book  of  Worship  of  the  Sunday 
School."  New  York:  Charles  Scribner's  Sons, 
1915. 

Meant  to  be  used  by  the  Sunday  school  as  a  book  of  worship. 
Contains  responses,  prayers,  hymns,  etc. 

Hartshorne,  Hugh.  "Manual  for  Training  in  Worship." 
New  York:  Charles  Scribner's  Sons,  1915. 

For  pastors,  superintendents,  organists,  and  those  who  are 
desirous  of  making  the  "opening  exercises"  of  the  Sunday 
school  more  devotional  and  inspiring. 

Gibson,  H.  W.     "Services  of  Worship  for  Boys."     New 
York:  Association  Press,  1914. 
A  book  of  topically  arranged  services  of  hymns,  prayers,  and 


Hunting,  Harold   B.     "The   Story  of  the  Bible."    New 
York:  Charles  Scribner's  Sons,  1915. 
Fascinatingly  written  and  sure  to  hold  the  attention  of  boys. 
Gives  the  story  of  how  we  got  oxir  English  Bible. 

Plat  and  Games 

Johnson,  George  E.     "Education  by  Play  and  Games." 
Boston:  Ginn  &  Company,  1907. 

Discusses  the  meaning  of  play  and  gives  a  suggestive  course 
of  plays  and  games  graded  from  infancy  to  the  middle  teens. 


278  BOYOLOGY 

Lee,   Joseph.     "Play  in   Education."     New   York:  The 
Macmillan  Co.,  1915. 

A  true  picture  of  the  child  and  youth  in  play,  written  by  a  sym- 
pathetic observer  and  champion  of  child  liie. 

Hoffman,  M.  C.     "Games  for  Everybody."     New  York: 
Dodge  Pub.  Co.,  1905. 

Full  of  choice  games  for  all  occasions. 

Baker,    G.    Cornelius.     "Indoor   Games  and   Socials  for 
Boys."     New  York:  Association  Press,  191S. 

Contains  hundreds  of  roUicking  good  games  and  socials  espe- 
cially adapted  for  boys. 

Heath,  L.  M.    "Eighty  Good  Times  Out  of  Doors."    New 
York:  Fleming  H.  Revell  Co.,  1902. 

Attractive  and  easy  games  for  playing  out  of  doors  at  all  seasons 
of  the  year.     (Out  of  print;  may  be  seen  in  libraries.) 

Chesley,  A.  M.     "Social  Activities  for  Men  and  Boys." 
New  York:  Association  Press,  1910. 

Two  hundred  and  ninety-five  interesting  suggestions  and 
•'stunts"  for  the  relief  of  those  who  are  searching  for  things 
to  do. 

Gibson,  H.  W.    "Camping  for  Boys."    New  York:  Asso- 
ciation Press,  1911. 

Contains  chapters  on  "Rainy  Day  Games,"  "Campus  Qsmes," 
"Water  Sports,"  etc. 

Cheley-Baker.      "Camp   and    Outing   Activities."      New 
York:  Association  Press,  1915. 
The  best  book  of  its  kind  for  camp  leaders  and  Scout  Masters 
who  have  active  boys  in  search  of  fun  and  harmless  sport. 

Miscellaneous 

Hyde,  William  DeWitt.    "The  Quest  of  the  Best."    New 
York:  Thomas  Y.  Crowell  Co..  1913. 
An  original  and  stimulating  discussion  upon  boy  ethics. 

Johnson,    Franklin    W.      "The    Problems    of    Boyhood." 
Chicago:  University  of  Chicago  Press,  1914. 
A  course  in  ethics  for  boys  of  the  High  School  age.     * 

Pearson,    Edmund    L.      "The    Believing    Years."      New 
York:  The  Macmillan  Co.,  1911. 

A  book  of  recollections  of  boyhood.  Full  oi  humor  and  re- 
freshing in  style. 


BIBLIOGRAPHY  279 

White,    William   Allen.      "The  Court  of  Boyville."      New 
York:  Grosset  &  Dunlap,  1910. 
Hiunorous  stories  of  happenings  to  boys  in  a  country  town. 

Travis,  Thomas.    "The  Young  Malefactor."     New  York: 
Thomas  Y.  Crowell  Co..  1908. 

The  best  study  published  in  juvenile  delinquency,  its  causes 
and  treatment. 

Addams,    Jane.      "The    Spirit    of    Youth    and    the    City 
Streets."     New  York:  The  Macmillan  Co.,  1909. 

A  plea  for  the  social  claims  and  needs  of  youth  for  wholesome 
recreation. 

Clopper,  Edward  N.     "Child  Labor  in  the  City  Streets." 
New  York:  The  Macmillan  Co.,  1912. 

A  discussion  of  a  neglected  form  of  child  labor,  its  conditions, 

its  causes,  and  its  effects. 

Buck,   Winifred.     "Boys'  Self  Governing  Clubs."     New 
York:  The  Macmillan  Co..  1903. 

A  very  practical  treatise  upon  the  organization  of  clubs  among 

boys  of  the  streets. 

McCormick,  William.     "The  Boy  and  His  Clubs."     New 
York:  Fleming  H.  Revell  Co.,  1912. 
Written  out  of  a  rich  experience  with  all  kinds  of  boys'  clubs. 
He  tells  the  "why"  and  "how"  in  as  few  words  as  possible. 

Stelzle,    Charles.      "Boys   of   the   Streets."      New   York: 
Fleming  H.  Revell  Co.,  1904. 

The  author  was  niimber  "8"  in  the  famous  St.  Mark's  Boys' 
Club  of  New  York  City,  and  is  therefore  qualified  to  champion 
the  claims  of  this  type  of  imperiled  boy. 

Russell  and  Rigby.     "Working  Lads'  Clubs."     London: 
The  Macmillan  Co.,  1908. 
A  presentation  of  the  management  of  English  Lads'  clubs. 

Merrill,  Dr.  Lilburn.     "Winning  the  Boy."     New  York: 
Fleming  H.  Revell  Co.,  1908. 
A  plea  for  misunderstood  boys. 

Taylor,  Charles  K.     "Character  Development."       Phila- 
delphia: John  C.  Winston  Co.,  1913. 
A  practical  graded  school  course  correlating  lessons  in  physical 
training,  general  morals,  vocational  guidance,  etc. 


280  BOYOLOGY 

Taylor,    Charles    K.      "The    Physical    Examination    and 
Training  of  Children."      Philadelphia:  John   C. 
Winston  Co.,  1914. 
A    handbook    for    physical    directors,    teachers,    parents,    and 
medical  inspectors,  giving  in  minute  detail  the  physical  train- 
ing work  outlined  in  "Character  Development." 

The  Personal  Service  Bureau  conducted  by  the  Mothers* 
Magazine,  Elgin,  111.,  is  a  clearing  house  under  the  direc- 
tion of  Prof.  M.  V.  O'Chea,  of  the  University  of  Wis- 
consin, for  modern  mothers.  Programs  and  loan  papers 
upon  every  phase  of  child  study  and  child  training  have 
been  prepared  and  will  be  furnished  free  to  interested 
parents  and  Mothers'  Clubs.  "A  Key  to  Child  Training" 
is  a  valuable  pamphlet  issued  by  the  Bureau. 


INDEX 


PAGE 

Ability 141 

Abstinence 21 

Acceleration  of  growth       5 

Achievement 39 

Action,  a  law  of   boy- 
hood     100 

Adolescence,  Report  of 

Committee  on 27 

Adolescence  and  com- 
radeship       36 

Advice  to  smokers ....  24 
Affection,  Instinct  of . .  74 
Age  of  accountability. .       5 

Age  of  conversion 119 

Age  of  deepest  religious 

conviction 119 

Aim  of  moral  instruc- 
tion     103 

Alcohol 20,25 

Altruism 92,  97 

Altruistic  feeling 78 

Amusements 11 

Amusements,     Q  u  e  s- 

tionnaire  on 11 

Analysis      of      human 

body 16 

Analyzing  a  boy 170 

Ancestor  worship 206 

Anger 70,71,73,104 

Animalism 103 

Appeal  of  conscience . .   106 

Appeal  of  religion 117 

Appendicitis 13 

281 


PAGE 

Aptitude 139 

Arbitration 70 

Art  and  adolescence. . .  196 

Arteries 7 

Assimilative  power. ...  16 

Athletics,  Dangers  of..  19 

Athletics,  Goal  of 20 

Attention 45 

Attitude  of  boys  to- 
ward Church  mem- 
bership   132 

Authority,  Parental ...  39 

Authority,  Respect  for  39 
Aversion    toward    the 

strange 69 

Awakening  conscience .  4 

Baraca  classes 262 

Bathing 10 

Beatitudes  for  church 

goers 257 

Beautiful,  Apprecia- 
tion of 1 

Beer  drinking 21 

Beer  drinking     among 

students 23 

Betting  and  gambling .  113 
Bible  study,  Y.  M.  C. 

A 233 

Big  boys  and  the  Sun- 
day school 226 

Blood  pressure.  .  .8,  71,  173 

Boarding  houses 90 


282 


INDEX 


PAGB 

Body,  Anatomy  of. . . .   172 
"       Constituent  ele- 
ments of 171 

"       Muscular  energy 

of 171 

"       the    servant    of 

the  mind ....     29 
Books,     Questionnaire 

on 47,52 

Books     on     vocational 

subjects 146 

Books,  Sex  instruction 

through 198 

Bones 172 

Bowels 13 

Boyhood  of  Jesus 6 

Boyless    churches    and 

churchless  boys 252 

Boys  and  literature ;  .  .     37 
Boys    and    vocational 

decision 38 

Boys*    Department    in 

the  Sunday  school . .  246 
Boy's  philosophy  of  life  15 
Boy's  room  in  the  home  87 
Boy    Scout    on    Wall 

Street 37 

Boy's  trousers  pockets  141 

Brain  impressions 195 

Brain,  Racking  of 14 

Brain,  Weight  of 30 

Breathing,  Deep IS,  27 

"  during  sleep     15 

"  through   the 

mouth. ...     14 
through  the 

nose 10 

"         through  the 

pores 10 

Business  ethics  of  boy- 
hood     141 

Busy  fathers 219 


FAQB 

Buying      the      b  o  y's 
clothes 180 

Camp  fires 61,124 

Camps   help   Christian 

living 28,96,124 

Carpets  and  boys 218 

Cerebellum    and    cere- 
brum       32 

Cerebro-spinal  system .     32 
Characteristics  of  ado- 
lescence.  162, 163, 164, 165 
Characteristics  of  child- 
hood. ..158,159,160,161 
Character  and  food.  ..     19 

Cheerfulness 243 

Chest,  Enlarging  the . .      13 

Chest,  Girth  of 8 

Chewing  of  food 17 

"Children's   heads   are 

hollow" 31 

Chivalry.  . 201 

Choral  singing 95 

Choosing     a    vocation 

78,  145 

Chumminess 74,  219 

Chumship,    Indiscrim- 
inate       83 

Church     and     adoles- 
cence   27,  97,  239 

Church  attendance. .  . .   252 
Church,    Criticizing 

the 133,229 

Church  membership. . . 

113,  119,  132,  239 
Church,     Play    life    a 
challenge  to  the ....     18 

Church  services 264 

Churches,   Seating   ca- 
pacity of 252 

Churchless    boys    and 
boyless  churches. .  . .   252 


INDEX 


283 


PAGE 

Cigarets    and     educa- 
tion       23 

Cigarets     and      moral 

decline 24 

Cigaret  smoking 

among  students ....     23 
Cigaret    smoking    and 

crime 23 

Citizens  in  the  making  84 
Civil    law    vs.     moral 

law 105 

Civil    war   fought     by 

boys 182 

Cleanliness  of  body .  .  10,  27 
Cleanliness,  Moral.  109,  112 
Clean  speech  campaign  193 

Codes  of  conduct 69 

Cold  bathing 10 

College,  Boys  who  go 

to 152 

College  yell 216 

Companions 69,  85,  97 

Company  manners. .  . .   215 
Community     competi- 
tion vs.   community 

cooperation 244 

Competition  in  sports 

and  games 3 

Concentration 149 

Conduct,      Tendencies 

to 102 

Conscience ....  97, 103, 

106,  112,  115,  127 

Consciousness 61 

Constituent     elements 

of  the  body 171 

Constructive   imagina- 
tion       34 

Control,  Habit  of 103 

Control,  Instinctive. . .  102 
Control,  Judgment  and  103 
Conversion 119, 128 


PAGE 

Cooperation,     Highest 

form  of. 95 

Coordination    of    mo- 
tion and  emotion.  . .     34 
Correspondence  course 
in     Sunday      school 

teaching 240 

Cost  of  wrong  doing. . .    182 

Courage 109 

Creation  of  ideals 43 

Creative  powers ....  43,  154 
Crime,  Time  of  great- 
est  119 

Cultural  side  of  educa- 
tion     154 

Dabbling 149 

Dangers  of  athletics. . .     19 

Decision 4 

Decision  for  Christian 

living 127 

Decrease  of  sickness. . .  3,  8 
Defective  imagination .      39 

Delinquent  boys 118 

Dependence,     Instinct 

of 80 

Desire  for  fellowship .  83,  84 
Desire,  Function  of .  . .  106 
Digestive  apparatus. .  .  10 
Dirt  and  noise .  117,  215,  218 

Dirty  stories 72 

Discipline 2,  68 

Discipline,  Moral 43 

Discipline  and  charac- 
ter formation 42 

Discontent,  Spirit  of..    147 

Discourtesy 214 

Disease  and  mind 12 

Disease  and  tobacco,  .      23 

Dissipation 9 

Divorce  and  the  home.  206 
Doing  a  good  turn ....     94 


284 


Es[DEX 


PAGE 

Dominant      emotional 

instincts 66 

Dreams 15 

Drunkards 20 

Dust  hunters  vs.  home 

makers 218 

Ear,  The 194 

Eating 15 

Eating,  The  art  of 6,  17 

Economic  waste 

through  smoking ...  24 
Education,        Cultural 

side  of 154 

Education  and  cigarets  23 
Education,        Progres- 
sive  12,30,77 

Education,  Social 86 

Education,  Value  of. . .  148 
Education,  Visualized . 

150,  153 

EflSciency,  Instinct  of .  77 

Ego  period .42,69 

Emotional  characteris- 
tics    63 

Emotional  instincts ...  65 
Emotion-c  ontrolled 

men 80 

Emotions 64,80 

Energy,  Harnessing  of.  4 

Energy,  Moral 104 

Energy,  Physical 172 

Esoteric  instinct 93 

Esteem 70 

Ethical  period 126 

Ethics  taught  through 

play 18 

Example,  Power  of . .  . .  79 
Exit  mother  and  enter 

father 181 

Eye,  The  care  of  the .  .  4 

Eye,  Wonders  of  the . .  194 


PAGE 

Faith 122.  127 

Family,  The 110,112 

"  meal.  The  so- 
cializing val- 
ue of  90 

pew 252,254 

"        quarreling.  .  .  .   214 

"        worship 221 

Father  and  son.  Firm 

of... 107 

Father's  opportunity , . 

6,  26, 181 

Fatigue 13,18 

Fear 66 

Fear     an     educational 

factor 68 

Feeling. .  .  29,  63,  64,  70,  127 

Feelings,  Hurt 63 

Fighting..  ...70,72,78,100 
First  impressions .  .  124,  243 

First  shave.  The 179 

Food  and  character.  .  .     17 

Food,  Chewing  of 17 

Formation  of  habits  .  .     40 
Fraternities,    Value 

of 93,94 

Freedom  to  decide 146 

Finger  nails 10 

Fresh  air 9 

Friendships 69,  85, 

124,  146,  175, 183 

Functioning 77,  127 

Fun  and  mischief 117 

Fun  of  living 15 

Function  of  desire.  ...    106 
Function  of  worship. . .    133 

Gambling  and  betting .    113 

Gang  leadership 97 

Gangs 8,68,82,85, 

97,  226,  233 
Gangs,  Study  of 86 


INDEX 


285 


PAGE 

Generosity 110 

Generous    impulses..!"  128 

Genius 35 

Glee  clubs 95 

Goal  of  athletics 20 

God,  A  boy's  concep- 
tion of 79 

God  and  nature 124 

Go-to-Church  band .  . .   255 
Go- to-Church  Sunday .   251 

Gregariousness 86 

Growth,  Accelerat  ion 

of 6 

in  chest 5 

in  height 5,71 

in  legs .......        7 

in  weight 5 

and  nutrition.      16 

and  sleep 13 

Grow  time 169 

Habit 242 

"      control 103 

**      and  character . .     41 
"      Formation  of.  40,  486 
Habits,     Mental     and 

moral 40 

Harnessing  energy ....       9 

Health  creed 27 

Heart  hunger 118 

"      as  a  pump 173 

"      strain 19 

"      Weight   of 7 

Hedonists 227 

Heroism 117,  127 

Hero  worship 79,  126 

High    School    fraterni- 
ties        93 

Holyoke  plan 246 

Home     a     school     of 

morals 105 

Home  a  social  center . .     89 


PAGE 

Home    and    public 

schools 144, 199 

Home  life 74,87, 

205,206,220 
H  o  m  e-making        vs. 

house-keeping 89,  218 

Home,  Peril  of 90,205 

Home  sickness 217 

Home   the   foundation 

of  society 204 

Homeless  boys 217 

Honesty 109,112,115 

Honor 112 

Hotel  vs.  home 90 

Hours  of  sleep 14 

Hours  of  work 14 

Hot    house   forcing    of 

boys 25,  38 

Humanity,    Obligation 

to 112 

Hurt  feelings 63 

Ideals ..97,113,177 

Ideals,  Creation  of ... .     43 

Idealism 15 

Ignorance  of  badness .  .    101 

Imagination 34,  35,  1 18 

Imagination,  Defective     39 

Immature  powers 1 

Impressionistic  period.    122 

Impulse,  Blind 2 

Impulses 128 

Incivility 214 

Increased  girth 8 

Indiscriminate     chum- 
ship       83 

Individuality 18 

Indulgent  parents ....  13 
Industrialism,  Sunday .  231 
IneflScient     Sunday 

school  teaching 227 

Injustice 71 


286 


INDEX 


PAGE 

Insanity 115 

Insanity  through  drink  20 
Instinct  of  afiFection ...  74 
Instinct  of  aversion  to- 
ward the  strange. ...  69 
Instinct  of  dependence  80 
Instinct  of  efficiency .  .  77 

Instinct  of  fear 66 

Instinct  of  inner  free- 
dom    76 

Instinct  of  positive  and 

negative  self  feeling.  76 

Instinct  of  reverence .  .  78 

Instinct  of  sex 76 

Instinct  of  surprise. ...  80 

Instinct  of  sympathy. .  77 

Instinct  of  wonder ....  80 
Instinct  of  worship  .121,  254 

Instinctive  control ....  102 

Instincts,  Emotional . :  66 

Integrity 115 

Intellectual    character- 
istics    29 

Inter-church  organiza- 
tion    244 

Interpretation 

of  morals 102 

Interpreters     of     boy- 
hood   17 

Inward  rebellion 176 

Irregularity  of  sleep. .  .  13 

Irreverence 230 

Jesus,  Boyhood  of ...  .        6 

Judgment  control 103 

Justice 11,  110 

Juvenile  courts 186,  207 

Juvenile  delinquency. . 

207,  237 

Kidneys 10, 13 

Kneepante 177,218 


PAGE 

Knights  of  King  Arthur 
age 126,257 

"Know  Yourself  Cam- 
paign"   155 

Language    the    vehicle 

of  thought 46 

Laziness 141 

Leadership 96,  176 

Leadership  of  gang. ...      97 
"League  of  Worshiping 

Children" 255 

Leaving  school 152 

Likes  and  dislikes 143 

Liquor,     Decrease     of 

consumption  of 22 

Liver 13 

Lonely  age 118 

Long  sermons  and  long 

prayers 227 

Long  trouser  period. . . 

177.  179 
Love  a  social  feeling. . .     74 

Love  in  action 43 

Love  of  home 204 

Loyalty 126,  182 

Lungs 10, 13,  173 

Lying 140 

Making    a    living    vs. 

making  a  life 156,  217 

Making  things 140 

Manland 106 

Manners 109,  215 

Mannishness  vs.  man- 
liness   219 

Maxims  of  life 108 

Meal,  The  family 90 

Medulla  oblongata. ...     32 

Medullary  sheath 32 

Memory 43,  104,  183 

Memorizing 44,  45 


INDEX 


287 


PAGE 

Mental  habits 40 

Mental  photography .  .    194 

Mental  turmoil 134 

Mind,    a    picture    gal- 
lery       33 

Mind,  Reasoning  power 

of 34 

Minister,  Assistants  to 

the 261 

Ministers  and  the  boys  259 
Ministers'    sermons   to 

boys 263 

Mischief  and  fun 117 

Misfits  on  society. .  .  84, 136 
Misunderstood  boys,  . 

118,  232 

"Model"  boy 177 

Modern  sensationalism  230 

Modern  skepticism. .  . .   232 

Moral  characteristics. .    100 

"      colorblindness..    114 

"      culture 84 

"      destruction.  .  .  .    101 
"      deterioration ...     39 

"      discipline 43 

"      energy 104 

**      instruction.  Aim 

of.  . 103 

**       instruction  for 

boys  12  to  14.    109 
**      instruction  for 

boys  14  to  16.    110 
"       instruction  for 

boys  16  to  19.    112 

"      judgment 101 

"      law  vs.  civil  law  105 

**      qualities 62 

**      teaching.   Home 
as  the  school 

of 105 

Morality,     A     growth 
from  within 100 


PAGE 

Morality,     A    rational 

basis  for 109 

Morals,  Religious  base 

of 103 

Morbus  Sabbaticus .  .  .    250 
Mother  and  her  oppo- 
sition to  boy  friends.     88 
Mother  and  uplift  so- 
cieties   209 

Mother     buying     the 

boy's  clothes 180 

Mother  love 200 

Mothers'  Congress. .  .  .    200 
Mother's  opportunity.    122 

Motion  pictures 231 

Mouth  breathing 5,  14 

Muscle  and  morals. .  .  .    104 
Muscular    virtues    and 

faults 18 

Muscles,  Involuntary.      11 
Music 43,  44,  95,97 

Nagging. 106,107 

Narrowmindedness. ...      96 

Nasal  passages 10,  15 

Nature  and  God 124 

Nature  and  nurture .  . .    170 

Nature  worship 125 

Neglected  boyhood. ...     84 
Need      of      vocational 

guidance 139 

Nervo  -  muscular   sys- 
tem       30 

Nervous  fathers 216 

Nervous  system 

4, 13,  14,  30,  32,  33,  173 

Newspaper  route 141 

Noise  and  dirt 117,215 

Number  of  young  men 

in  U.  S . 39 

Nutrition 14 

Nutrition  and  growth .  /  16 


288 


INDEX 


PAGE 

Obedience .  7  .  .  .t. 107 

Objective  righteous- 
ness     121 

Observation,  Period 

of 4,102 

Older  boys.   Responsi- 
bility of 113 

Open  hearth 51 

Order.  . 110 

Organization  for  boys .   245 
Organized     Sunday 

school  classes 245 

Oxygen 16 

Pairing  tendency 85 

Parental  ambition .  145,  205 
Parental  authority. .  .  , 

39,  42,  89,  207 
Parental  delinquency.. 
88,  192,  204,  207,  214,  220 

Parental  respect 215 

Parents,  Indulgent. ...     13 
Parents    and    sex    in- 
struction. .  .187,  190,  197 
Parents  and  the  Sun- 
day school 228 

Parent-Teacher     Asso- 
ciation     200 

Passions 64 

Patriotism 110,  111.  112 

Peace  and  war.  .  .  .  Ill,  112 

Pelvic  organs 13 

Peril  of  the  home.  .  .90,  205 

Period  of  doubt 42 

Period     of     misunder- 
standing     118 

Perseverance 110 

Personal  habits 40 

Personal  relationship  to 

others Ill 

Personality,  The  boy's. 

33,  248 


PAGE 

Personality  of  leaders. 

104,  228,  239,  241 
Phi  Alpha  Pi  fraternity     93 

"Phrenometer" 173 

Physical  examinations .     20 

Physical  laziness 38 

Physical   struggle   and 

prowess 9 

Physical  weaknesses. . .  103 
Pictures,  The  appeal  of 

195,  196 

Pin  feather  age 179 

Plato 3,6 

Play  a  school  of  ethics  18 
Play  a  social  adjuster.     90 

Play  and  work 92 

Play  life  a  challenge  to 

the  Church 18 

Playing  store 141 

Pleasure  of  work 89 

Pores 10 

Power  of  example ....  79 
Power  of  observation. .  4 
Power  of  suggestion. .  .      36 

Prayer 122,254 

Preparation  for  life .  .  83,  90 
Principles    relating    to 
self,  society,  and  hu- 
manity      108 

Progressive  education.  30 
Prohibition  of  the  sale 

of  vodka 21 

Protestant    Sunday 

schools 223 

Psychical  elements. ...  4 
Public  schools  and  the 

home 144 

Public  schools  and  sex 

instruction 199 

Public  schools  and  re- 
ligious instruction. .  .   224 
Punishment 68,  71. 105 


INDEX 


PAGE 

Quacks 20 

Questionnaire 
on  amusements 11 

Questionnaire  on  books 
and  magazines 52 

Questionnaire  on  father  211 

Questionnaire  on  habit  253 

Questionnaire  on  how  a 
minister  can  help  a 
boy . .   260 

Questionnaire  on  join- 
ing the  church 258 

Questionnaire 
on  mother 209 

Questionnaire  on  sex 
instruction 187,  189 

Questionnaire  on  slang     47 

Questionnaire  on  Sun- 
day school  attend- 
ance     225 

Questionnaire  on  vo- 
cational desire 138 

Questionnaire  on  why 
boys  don't  go  to 
church 253 

Questionnaire  on  why 
boys  go  to  Sunday 
school 238 

Questions,  A  boy's .... 

6,  14,  207 

Rapid  eating 17 

Rational  basis  for  mor- 
ality    109 

Reasoning     power     of 

mind 34 

Rebellion,  Inward ....    177 

Recreation 1,  111,  113 

Reform  schools 207 

Regulative  principles..    108 
Religion  as  motive 
power 117,120 


PAGE 

Religion    the    base    of 

morals 103 

Religious  awakening.  . 

119,  128 
Religious     characteris- 
tics     117 

Religious  clarification.    118 
Religious  expression. . . 

121,  122 

Religious  feeling 8 

Religious  instruction . .   233 
Religious      instruction 

and  the  public  schools  224 
Religious  observance . .  1 18 
Religious  questionings. 

101,  135 
Reproductive  organs .  .  7 
Respect  for  authority.  39 
Respect  for  others ....  108 
Respect  jfor  self.  108, 110, 113 

Responsibility 

39,  92,  113,  182 

Restlessness 13 

Reverence,  Instinct  of .     78 

Right  thinking 41 

Room,  A  boy's 87 

Sabbath  observance .  80,  230 

Sacrifice 108 

Saliva 14 

Savings  banks  in  Rus- 
sia       22 

School,  Boys'  leaving. . 

143, 148, 152 

School  yell 216 

Self  centered  boys ....     82 

control 144 

expression 152 

feeling.  Instinct  of     76 

government 106 

respect.  .  .108,110,113 
Selfishness 75,183 


290 


INDEX 


PAGE 

Sensitiveness  to  social 

relations 106 

Sensori-motor  system. .     30 

Sensory  centers 33 

Sensuous   growth.    Pe- 
riod of 101 

Sentiments 64 

Sentimentalism 75 

Service 75,76,108. 

127,  229,  244 

Servantized  boys 220 

Services  of  worship. .  . . 

249,  259,  264 

Sex  instinct 76 

Sex  instruction  ....  25, 

26,  187,  189,  196 

Shave,  The  first 179 

Sickness,  Decrease  of. .    3,  8 
Singing,     a     universal 

language 95 

Singing,  Church 95 

Skedaddling  from  Sun- 
day school 223 

Skepticism,  Modern. .  .   232 

Skin ..10,11,173 

Slang  expressions ....  46,  47 
Sleep  and  growth ....  13,  14 
Sleep,    Breathing   dur- 
ing  13,15 

Sleep,  Hours  of 14 

Sleep,  Irregularity  of . .      13 
Smoking     and     beer 

drinking 23 

Smoking  and  economic 

waste 24 

Social  center.  The  boy's 

room  a 87 

Social  characteris- 
tics       82 

Social  education 86 

Social  initiative 90 

Social  instincts 84,  97 


PAGE 

Social  organizations. .  . 

94,  110,  112 
Social  relationships.  .  .  113 
Social  service. .  .92, 113,  114 
Socializing  value  of  the 

family  meal 90 

Spinal  cord  and   mar- 
row       32 

Spirit  of  discontent ,  .  .    149 
Spiritualization  of  work  156 

Spontaneity 151 

Stages  of  religious  ex- 
pression   122,  240 

Stemming  the  tide 236 

Stifled  emotions 80 

Strong  motor  and  sen- 
sor temperaments. .  ,      65 
Struggle  for  manhood .    134 
Storm    and   stress    pe- 
riod  63,  128 

Spine 13 

Study  of  gangs 86 

Suggestion,  Power  of . .     36 

Suicide 206 

Sunday  newspaper . . .    230 
Sunday   school    activi- 
ties     243 

Sunday  school  and 
adolescence. .  27, 119, 

134,  152,  223,  233 
Sunday  school  and  big 

boys 226,236 

Sunday     school     and 

parents 228 

Sunday     school     and 

week  day  activities.    234 
Sunday      School    Ath- 
letic League 19,  242 

Sunday    school     Boys' 

Department 246 

Sunday   school    indus- 
trialism  231 


INDEX 


291 


PAGE 

Sunday  school  lessons .  233 
Sunday  school  teachers  120 
Surprise,  Instinct  of. . .     80 

Sweating  tubes 10 

Swimming 11, 13 

Syllabus  of  moral  in- 
struction     109 

Sympathetic  system.33,  197 

Sympathy 124 

Sympathy,  Instinct  of .     77 

Teacher  training  insti- 
tute  240 

Teachers,       Inefficient 

Sunday  school 227 

Team  work 91 

Teasing 71 

Teeth 14,15 

Temper 228 

Temperature  of  body. .  7,  8 
Temperance  in  drink . .  112 
Temperament,    Weak 

and  strong  motor . .  64,  65 
Temperament,  Weak 

and  strong  sensor ...     65 
Tendencies  to  conduct.  102 
The    Church,    the 
preacher,     the     ser- 
mon, and  the  boy. . .   250 
The   greatest   criminal 

in  history 20 

The    language    of    the 

fence 185 

The   three   modern 

furies 206 

The  teen  period 7 

Thinking  right 41,176 

Thought  life  of  a  boy. . 

25, 115, 185 
Three  wise  monkeys  of 

Japan 194 

Thrift 110.111 


PAGE 

Throat 10,14 

Tight  fitting  clothing. .  15 
Time  of  conversion. ...   119 

Time  of  crime 119,  186 

Time   of   uniting   with 

the  church 119 

Tobacco  and  disease .  .     23 

Toenails 10 

Toleration     toward 

others 113 

Truthfulness 109 

Unfolding  of  personal- 
ity      14 

Uniting  with  the 
Church 131,119,258 

Unselfishness 78 

Value  of  an  education . 

148,  154 

Vertebral  column 33 

Virile  qualities 7 

Virtue  and  vice 15 

Visualized  education . .  153 
Vocation,  Choosing  a. . 

78,  144 
Vocational  characteris- 
tics. 137 

Vocational  schools ....  152 
Voluntary   human   ac- 
tion    100 

Vulgar  show  bills 193 

War  and  peace. . .  .111, 112 

Waste 13,14 

Willculture....39,  111,  113 

Will,  The 139,155 

Wine  drinking 21 

Wonder,  Instinct  of .  . .     80 

Work 110,111,140,155 

Work  and  play 92 

Work,  Hours  of 14 


292 


INDEX 


PAGE 

Work.  Pleasure  of.  .39,  157 
Work,   Spiritualization 

of 156 

Worship,  Family 221 

Worship,  FunctioQ  of. .   133 


PAGE 

Worship,  Instinct  of.  121, 154 
Worship  and  nature..  .    124 

Wrong  doing 102 

W  u  n  d  t '  8    regulative 
principles 108 


Index  of  Authors 


PAGE 

Addison,  Joseph 243 

Alexander,  John  L . . . .  245 

Baden-Powell.  Sir  Rob- 
ert S.  S 94 

Baines.  E.  W 23 

Beck,  F.  0 7.91,107 

Begbie,  Harold 103 

Black,  Hugh 85 

Bok,  Edward 38 

Bosworth,  E.  1 221 

Burdette,  Robert 24 

Burr,  H.  M 47 

Butler,  Prof 104 

Carroll,  H.K 252 

Chad  wick.  Dr.  M. 

Louise 196 

Coe,  George  A 101 

Cook,  Joseph 45 

Corsan,  George  H . . . .  13 

Craig,  T.  A 182 

Curtis,  John  W 153 

De  Garmo,  Charles.  . .  108 

De  Motte,  John  B 201 

Dennis,  Doctor 23 

Dewey,  John 106 

Dexter  and  Garlick .  . .  105 

Eliot,  Charles  W 41 


PAGE 

Faunce,  W.  N 224 

Fisher,  George  J.,  M.D.  103 
Forbush,    William 

Byron 7,82 

Fosbroke,  Gerald  E .  . .   176 
Fowler,  Nathaniel,  Jr. . 

141,  143 
Freeman,  James  M. . . .   195 

Gladstone,  William  E. .     41 
Green,  Reuben,  M.D..     14 

Hall,  G.  Stanley 

11,  14,  18,  46,  51, 
71,   96,    119,    196, 

205   231 

Hoben,  Allan 259,  261 

Home,  H.  H 240 

Hubbell,  George  Allen . 

45,  46. 170 

James,  William. .  .40, 41,  84 

Johnson,  G.  E 83 

Johnson,  Marietta  L.  .   149 

Kirkpatrick,  E.  A 30 

Kirtley,  James  S .  .  4,  6, 

10,  17,  35,  75,  87,  121 
Kress.  D.  H..  M.D....     24 


INDEX 


dOS 


PAGE 

Latimer,  Hugh 220 

Lockwood,   John   Hor- 
ace     206 

Longfellow,  Henry  W.     21 

Lord,  Everett  W 143 

Luther,  Martin 124 

McElfresh,  Franklin .  .  241 
McKeever,  William  A .  155 
McKinley,  Charles  E. . 

76,  248,  263 
Harden,  Orison  Swett.  151 
Mark,  H.  Thistleton . . 

30,  63,  66,  69,  74 

Markham,  Edwin 156 

Mayo,  Hon.  John  W . .  214 
Merrill,  Lilburn,  M.  D.     74 

Mill,  John  Stuart 41 

Moxom,  Philip  A 115 

Oppenheim,  James. .  . .  206 

Puffer,  J.  Adam 86 

Raflfety,  W.  E 43 

Ribot,  Th 66,73 

Riis,  Jacob  E 140 

Roarke,  Prof 37 


PAGE 

Robson,  Frank 101 

Rosenkrantz,  Dr 84 

Rosenufif.  Dr 20 

Ruskin,  John 44 

St.  John,  E.  P 78 

Scott,  Collin  A 114 

See,  Edwin  F 40 

Sheldon,  D 86 

Snedden,  David 154 

Starbuck,  E.  D....  118, 128 

Stead,  W.T 128 

Swift,  Edgar  J 86 

Tarkington,  Booth 177 

Taylor,  Charles  K 19 

Tyler,  J.  M 7,8,9, 

33,  34,  72,  127,  128 
Tyndall,  John 194 

Van  Dyke,  Henry 90 

Votaw,  Prof 132 

Warner,  Francis 14 

Weigle,  Luther  A ...  .84,  93 

Werner,  Carl 181 

Wilson,  R.  N.,  M.D...     25 
Wundt,  W.  M 107 


FiBST  Lines  of  Poetby 

PAGB 

'A  Cathedral,  boundless  as  our  wonder" 124 

'A  creed  is  a  rod."    Hyde 136 

'As  each  new  life  is  given  to  the  world" 247 

*At  night  returning,  every  laborer  sped."    Goldsmith  204 

*At  the  terrible  door  of  your  beautiful  sin."    Morgan  202 

'Brother,  save  the  boy."    Raffety 234 

•Doth  not  the  soul  the  body  sway" 114 

'Do  you  know  that  your  soul  is  of  my  soul  such  part"  200 

'Earth's  future  glory  and  its  hopes  and  joys" 183 

'Flower  in  the  crannied  wall."    Tennyson ...  * 169 


294  INDEX 

PAGE 

"For  there  are  moments  in  life  when  the  heart  is  so 

full  of  emotion."    Longfellow 63 

**Give  the  boy  a  hammer."     Chicago  News 140 

"Give  us  men."    Bishop  of  Exeter 98 

"He  was  a  dog,  but  he  stayed  at  home."     London 

S.  S.  Times. 208 

"How   beautiful   is   youth!  how   bright   it   gleams." 

Longfellow 181 

"Hurry  the  baby  as  fast  as  you  can."  Waterman.  . .  26 
"I  am  a  child — oh,  do  not  tie  me  up  to  schools." 

Breckenridge 150 

"It  is  good  to  have  money" 220 

"It  takes  a  soul."    Mrs.  Browning 96 

"I  want  a  hero."    Blackie 80 

"Know  thyself  as  the  Lord  of  the  chariot" 62 

"Let  me  but  do  my  work  from  day  to  day."     Van 

Dyke 157 

"Life's  more  than  breath."    Baily 100 

"Man  am  I  grown."    Tennyson 223 

"Mind  is  the  master  power  that  moulds  and  makes." 

Benton 29 

"Mum  always  makes  me  mad  clean  through."     Daly  180 

"Oh,  the  joy  of  measured  strength."    Sterns 3 

"Oh  the  years  we  waste  and  the  tears  we  waste" ....  214 

"Onc't  they  was  a  little  boy."    Riley 67 

"Ram  it  in,  jam  it  in."    London  Post 31 

"Seek  to  shape  it  outwardly" 74 

*'Sow  a  thought  and  reap  a  deed."     Hale 41 

"There  are  hermit  souls  that  live  withdrawn."     Foss  82 

*'There  is  a  tide  in  the  affairs  of  men."  Shakespeare  108 
"There's  a  breathless   hush  in  the   Close  tonight." 

Newbolt 91 

"The  world  has  work  for  us."    Allerton 137 

**To  thine  own  self  be  true."    Shakespeare 108 

"Two  great,  strong  arms;  a  merry  way."     B.  E.  W. .  221 

"Wall  Street  rang  and  echoed  with  its  traffic" 37 

"We  teach  and  teach" ^ 241 

"When  from  the  field  of  mimic  strife" 73 

"When  the  fight  begins  within  himself."    Browning..  100 

"Where  have  I  come  from."    Tagore 197 

"Who  builds  in  boys  builds  lastingly  in  truth" 28 

"You  hear  that  boy  laughing" 117 


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